natgillin/translations-raw huggingface dataset:
Since this measure also aims at keeping participants in school, we consider that it would also have been necessary to set a target for an additional indicator such as the common result indicator ‘participants in education/training upon leaving’ or the indicator employed by the national Italian ESF OP measuring the situation of the participants 1 year after the end of an intervention. 
Ker je cilj tega ukrepa tudi, da se udeležence zadrži v šoli, menimo, da bi bilo treba določiti tudi ožji cilj za dodatni kazalnik, npr. skupni kazalnik rezultatov „udeleženci izobraževanja/usposabljanja po opustitvi šolanja ” ali kazalnik, uporabljen za nacionalni italijanski operativni program Evropskega socialnega sklada, s katerim so merili položaj udeležencev leto dni po koncu intervencije.
Difficulties in linking education measures to employment prospects 74 Monitoring and reporting systems for the 2014-2020 programme period should provide information on the impact of relevant education measures on participants’ employability. 
Sistemi spremljanja in poročanja za programsko obdobje 2014–2020 bi morali dati informacije o učinku posameznih ukrepov v izobraževanju na zaposljivost udeležencev. 75.
75 To address this criterion, we reviewed the Council employment guidelines and other relevant EU documentation. 
V zvezi s tem merilom smo pregledali smernice Sveta za zaposlovanje in druge ustrezne dokumente EU.
Box 4 Observations 36 76 The Council employment guidelines that were valid at the time the 2007-2013 ESF OPs31 were adopted already emphasised the importance of expanding, improving and adapting the investment in human capital (i.e. education) to foster employability. 
Že smernice Sveta za politike zaposlovanja31, ki so bile veljavne v času, ko so bili sprejeti operativni programi Evropskega socialnega sklada za obdobje 2007–2013, so poudarjale pomen razširitve, izboljšanja in prilagajanja vlaganj v človeški kapital (tj. izobraževanje) zaradi krepitve zaposljivosti.
This principle was confirmed both in the 2010 and in the 2013 employment guidelines32, especially with reference to vocational education and training, lifelong learning and tertiary education attainment. 
21). leta 2010 in 201332, zlasti kar se tiče poklicnega izobraževanja in usposabljanja, vseživljenjskega učenja in terciarne izobrazbe.
77 The Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (ET 2020), in recognising the importance of education and training to enhance employability, mandated the Commission to propose a possible European benchmark in this area. 
77. Sklepi Sveta z dne 12. maja 2009 s strateškem okviru za evropsko sodelovanje v izobraževanju in usposabljanju („ET 2020”) priznavajo pomen izobraževanja in usposabljanja pri krepitvi zaposljivosti in pooblaščajo Komisijo, da predlaga morebitna evropska merila za to področje.
78 In 2011, the Commission proposed33 a new benchmark concerning the employment rate for recent graduates34. 
Leta 2011 je Komisija pripravila predlog33 za novo merilo v zvezi s stopnjo zaposlenosti novih diplomantov34.
With the aim of highlighting what education and training policies can contribute to boosting employment success and to increasing the employability of graduates, the Council endorsed this benchmark in May 201235. 
Svet je maja 2012 potrdil to merilo, da bi poudaril, kaj lahko politike izobraževanja in usposabljanja prispevajo k povečanju uspeha pri zaposlovanju in zaposljivosti diplomantov.35 79.
79 According to the benchmark, the employment rate for recent graduates should reach at least 82 % by 2020. 
Glede na merilo bi morala stopnja zaposlenosti novih diplomantov do leta 2020 znašati vsaj 82 %.
The actual rate, available at Eurostat, the Commission’s statistical service, shows that the current figures are well below the planned target. 
Dejanska stopnja, za katero so podatki na voljo na Generalnem direktoratu Komisije Eurostat, kaže, da so zdajšnje številke veliko pod načrtovanim ciljem.
In 2014, the employment rate for recent graduates in the EU as a whole was 76 %. 
Leta 2014 je stopnja zaposlenosti za nove diplomante v EU kot celoti znašala 76 %.
Out of the five visited Member States, only Germany already achieved the target. 
Od petih obiskanih držav je samo Nemčija že dosegla cilj.
The others have shown a steady decline since 2006 (see Figure 5). 
Druge države pa od leta 2006 kažejo stalen upad (glej sliko 5).
32 Council Decision (2013/208/EU) of 22 April 2013 on guidelines for the employment policies of the Member States (OJ L 118, 30.4.2013, p. 
32 33 34 35 Sklep Sveta 2013/208/ES z dne 22. aprila 2013 o smernicah za politike zaposlovanja držav članic (UL L 118, 6.8.2005, str.
21), which maintains the employment guidelines annex to Decision 2010/707/EU. 
21), ki ohranja veljavnost Priloge k Sklepu 2010/707/EU v zvezi s smernicami za politike zaposlovanja.
33 SEC(2011) 670 final of 24 May 2011 ‘Commission Staff Working Paper on the development of benchmarks on education and training for employability and on learning mobility’. 
SEC(2011) 670 final z dne 24. maja 2011 – delovni dokument služb Komisije o pripravi meril za izobraževanje in usposabljanje za zaposljivost in o učni mobilnosti z naslovom Commission Staff Working Paper on the development of benchmarks on education and training for employability and on learning mobility.
34 The indicator ‘employment rates for recent graduates’ presents the employment rates for persons aged 20 to 34 fulfilling the following conditions: first, being employed according to the ILO definition, second, having attained at least upper secondary education (ISCED 3) as the highest level of education, third, not having received any education or training in the four weeks preceding the survey and four, having successfully completed their highest educational attainment 1, 2 or 3 years before the survey. 
Kazalnik stopnje zaposlenosti novih diplomantov prikazuje stopnjo zaposlenosti oseb v starosti od 20 do 34 let, ki izpolnjujejo naslednje pogoje: prvič, so zaposleni v skladu z opredelitvijo Mednarodne organizacije dela; drugič, so kot najvišjo stopnjo zaključili vsaj višje sekundarno izobraževanje (ISCED 3); tretjič, se v štirih tednih pred raziskavo niso udeležili nobenega izobraževanja niti usposabljanja; četrtič, so uspešno zaključili svojo najvišjo stopnjo izobraževanja eno, dve ali tri leta pred raziskavo.
The indicator is calculated based on data from the EU Labour Force Survey. 
Kazalnik se izračuna na podlagi podatkov iz ankete o delovni sili v EU.
35 Council Conclusion of 11 May 2012 on the employability of graduates from education and training (OJ C 169, 15.6.2012, p. 11). 
Sklepi Sveta z dne 11. maja 2012 o zaposljivosti diplomantov, ki so zaključili izobraževanje in usposabljanje (UL C 169, 15.6.2012, str.11).
Observations 37 Employment rate of recent graduates in visited Member States 100 % 90 % 80 % 70 % 60% 50% 40% 30% 20 % 10 % 0% Source: Eurostat. 
Slika 5 – Stopnja zaposlenosti novih diplomantov v obiskanih državah članicah 39 100 % 90 % 80 % 70 % 60 % 50 % 40 % 30% 20% 10 % 0% 2006 Vir: Eurostat.
80 Target: 82 % Germany France Italy Portugal Romania 2006 2007 2008 2009 2010 2011 2012 2013 2014 36 Tertiary education attainment and lifelong learning. 
Cilj: 82% Nemčija Francija Italija Portugalska Romunija 2007 2008 2009 2010 2011 2012 2013 2014 80.
The common result indicators introduced by the 2014-2020 ESF regulation include both immediate and longer-term result indicators that capture the impact on employment of the measures implemented. 
Skupni kazalniki rezultatov, uvedeni z uredbo o Evropskem socialnem skladu za obdobje 2014–2020, vključujejo kratkoročne in dolgoročnejše kazalnike rezultatov, ki zajemajo učinek izvedenih ukrepov na zaposlovanje.
However, for the three education objectives most closely linked with employment — vocational education and training, lifelong learning and tertiary education attainment — baseline and target values had been set in only a third of the cases of the 2014-2020 OPs examined. 
Toda izhodiščne in ciljne vrednosti za tri cilje za področje izobraževanja, ki so najtesneje povezani z zaposlovanjem – poklicno izobraževanje in usposabljanje, vseživljenjsko učenje ter terciarna izobrazba – so bile pri preučenih operativnih programih za obdobje 2014–2020 določene samo v tretjini primerov.
81 Even when baseline and targets were set for employment-related indicators, the Italian OP for Sicily is the only case where, for two of the three education objectives most closely linked with employment36, there is a clear link between the number of intended participants and the expected employment outcomes of the planned education interventions. Figure 5 
Tudi kadar so bile izhodiščne in ciljne vrednosti za kazalnike v zvezi z zaposlenostjo36 določene, za načrtovane intervencije na področju izobraževanja samo v italijanskem operativnem programu za Sicilijo obstaja jasna povezava med številom načrtovanih udeležencev in pričakovanimi izidi v zvezi z zaposlenostjo, in sicer pri dveh od treh ciljev za področje izobraževanja, ki so najtesneje povezani z zaposlenostjo.
Conclusions and 38 recommendations 82 We concluded that while EU education objectives have been adequately considered in the 2007-2013 OPs, the performance of the audited projects could not be systematically demonstrated due to the insufficient use of quantified objectives and performance indicators. 
Zaključili smo, da so bili cilji EU za področje izobraževanja sicer ustrezno zajeti v operativnih programih za obdobje 2007–2013, toda uspešnosti revidiranih projektov ni bilo mogoče sistematično prikazati zaradi nezadostne uporabe kvantificiranih ciljev in kazalnikov uspešnosti.
Regarding the design of the 2014-2020 OPs, we found that the Commission provided support to Member States in drawing up their partnership agreements and OPs and subsequently assessed them, identifying several shortcomings. 
V zvezi z zasnovo operativnih programov za obdobje 2014–2020 smo ugotovili, da je Komisija državam članicam pomagala pri pripravi partnerskih sporazumov in operativnih programov in jih nato ocenila ter pri tem odkrila več pomanjkljivosti.
We also concluded that EU education objectives had been adequately considered, with improvements in the description of the intervention logic. 
Zaključili smo tudi, 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 impact 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 participants’ employability. 
Poleg tega povezava med izobraževalnimi ukrepi in njihovim učinkom na zaposljivost udeležencev ni vedno jasna.
EU education objectives addressed in the 2007-2013 ESF OPs examined, but shortcomings relating to OP modifications and monitoring 83 Our analysis of the examined OPs showed that, generally, EU education objectives had been considered and included. 
V preučenih operativnih programih Evropskega socialnega sklada za obdobje 2007–2013 so cilji EU za področje izobraževanja obravnavani, vendar obstajajo pomanjkljivosti v zvezi s spremembami in spremljanjem operativnih programov 83. Naša analiza preučenih operativnih programov je pokazala, da so bili cilji EU za področje izobraževanja upoštevani in vključeni.
However, for some OPs, elements of the intervention logic were lacking, such as the description of the context or the needs analysis (see paragraphs 27 to 32). 
Toda v nekaterih operativnih programih so manjkali elementi intervencijske logike, kot sta opis konteksta ali analiza potreb (glej odstavke 27 do 32).
In addition, there were shortcomings in the monitoring tools framework, as objectives had not been quantified and indicators for measuring them were lacking (see paragraphs 33 to 38). 
Poleg tega so obstajale pomanjkljivosti v okviru orodij za spremljanje, saj cilji niso bili kvantificirani in ni bilo kazalnikov za njihovo spremljanje (glej odstavke 33 do 38).
84 In general, the ET 2020 and Europe 2020, which were adopted during the 2007-2013 programme period, had little impact on the OPs examined as they were already in line with the updated objectives therein. 
Na splošno je bil učinek ET 2020 in Evropa 2020, ki sta bila sprejeta v programskem obdobju 2007–2013, na preučene operativne programe majhen, saj so ti že bili usklajeni s posodobljenimi cilji, ki sta jih vsebovala.
For the majority of those 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 (see paragraphs 39 to 44). 
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 (glej odstavke 39 do 44). 40
Conclusions and recommendations 39 Performance of examined projects could not be systematically demonstrated 85 We examined a sample of 15 projects that, according to the managing authorities, had contributed positively to achieving at least one EU education objective. 
Uspešnosti preučenih projektov ni bilo mogoče sistematično prikazati 85. Preučili smo vzorec 15 projektov, ki so po navedbah organov upravljanja pozitivno prispevali k doseganju vsaj enega cilja EU za področje izobraževanja.
On this basis, we would have expected the impact of these projects on participants and on the overall achievement of the specific education objective to have been clearly demonstrated. 
Na podlagi tega bi pričakovali, da bo učinek teh projektov na udeležence in na skupno doseganje posameznih ciljev za področje izobraževanja jasno prikazan. 86.
86 The performance of the audited projects could not be systematically demonstrated. This was mainly due to the fact that the contribution to the selected education objectives had not been monitored, and indeed objectives had not been quantified for almost half of the projects audited. 
Toda uspešnosti revidiranih projektov ni bilo mogoče sistematično prikazati, in sicer v glavnem zato, ker se prispevek k izbranim ciljem za področje izobraževanja ni spremljal, za skoraj polovico revidiranih projektov pa cilji niso bili kvantificirani.
In addition, almost half of the projects had not set indicators other than number of participants/participations, creating difficulties in drawing conclusions on the real impact of the projects on participants (see paragraphs 48 to 52). 
Poleg tega pri skoraj polovici projektov niso bili določeni drugi kazalniki kot število udeležencev/udeležba, kar je povzročilo težave pri sprejemanju zaključkov o dejanskem učinku projektov na udeležence (glej odstavke 48 do 52).
2014-2020 OPs consistent with EU education objectives 87 The Commission provided support to Member States in drawing up their partnership agreements and OPs and subsequently assessed them, identifying several shortcomings. 
Operativni programi za obdobje 2014–2020 so skladni s cilji EU za področje izobraževanja 87. Komisija je državam članicam pomagala pri pripravi partnerskih sporazumov in operativnih programov in jih nato ocenila ter pri tem odkrila več pomanjkljivosti.
Our assessment of the process for establishing 2014-2020 OPs identified some shortcomings (see paragraphs 55 to 61). 
Pri oceni procesa vzpostavljanja operativnih programov za obdobje 2014–2020 smo odkrili nekaj pomanjkljivosti (glej odstavke 55 do 61).
88 Our analysis of the examined OPs showed that they generally included education objectives. 
Naša analiza preučenih operativnih programov je pokazala, da so običajno vključevali cilje za področje izobraževanja.
There was a significant improvement in the description of the intervention logic compared to the 2007-2013 programme period. 
V primerjavi s programskim obdobjem 2007–2013 so bili opisi intervencijske logike veliko boljši.
We also noted improvements in the monitoring framework for the 2014-2020 period (see paragraphs 65 to 68). 
Opazili smo tudi izboljšanja pri okviru orodij za spremljanje za obdobje 2014–2020 (glej odstavke 65 do 68). 89.
Conclusions and recommendations 40 89 While the process for establishing the examined OPs shows some improvements compared to the 2007-2013 programme period, the crucial next stage, which is in the hands of Member States, is to select and implement appropriate projects to support the achievement of education objectives outlined in the OPs. 
Proces za pripravo preučenih operativnih programov je v primerjavi s programskim obdobjem 2007–2013 sicer pokazal nekaj izboljšav, toda bistvena je naslednja faza, ki je v rokah držav članic, in sicer izbira in izvedba ustreznih projektov, ki bodo podprli dosego ciljev za področje izobraževanja iz operativnih programov.
Improved performance monitoring arrangements, but some limitations remain 90 To overcome the weaknesses identified for the 2007-2013 programme period, the 2014-2020 legal framework introduced common result indicators. 
Ureditve za spremljanje uspešnosti so izboljšane, vendar obstaja nekaj omejitev 90. Za odpravo ugotovljenih slabosti iz programskega obdobja 2007–2013 so bili s pravnim okvirom za obdobje 2014–2020 uvedeni skupni kazalniki rezultatov.
In its guidance, however, the Commission did not detail the exact requirements in terms of result indicator(s) on outcomes to be chosen for each investment priority to ensure consistency between the OPs (see paragraphs 71 to 73). 
Vendar pa Komisija v teh 41 navodilih ni podrobno opredelila natančnih zahtev glede kazalnikov rezultatov za izide, ki jih je treba izbrati za posamezne prioritete za vlaganje, da se zagotovi usklajenost med operativnimi programi (glej odstavke 71 do 73).
91 Education has a clear impact on participation in the labour market and earnings, and brings many social advantages. 
Izobraževanje ima nedvomen učinek na udeležbo na trgu dela in zaslužke ter prinaša veliko družbenih prednosti.
To implement the Europe 2020 strategy for jobs and smart, sustainable and inclusive growth, education interventions should have a clear focus on employment outcomes, especially when targeting adults. 
Za izvedbo strategije Evropa 2020 za delovna mesta ter pametno, trajnostno in vključujočo rast bi se morale intervencije na področju izobraževanja jasno osredotočati na zaposlitvene izide, zlasti kadar so namenjene odraslim.
92 The common result indicators introduced by the ESF regulation include both immediate and longer-term result indicators that measure the effect on employment of the measures implemented. 
Skupni kazalniki rezultatov, uvedeni z uredbo o Evropskem socialnem skladu, vključujejo kratkoročne in dolgoročnejše kazalnike rezultatov, s katerimi se meri učinek izvedenih ukrepov na zaposlovanje.
However, for the three education objectives most closely linked with employment — vocational education and training, lifelong learning and tertiary education attainment — baseline and target values had been set in only a third of the cases of the 2014-2020 OPs examined (see paragraphs 76 to 81). 
Toda izhodiščne in ciljne vrednosti za tri cilje za področje izobraževanja, ki so najtesneje povezani z zaposlovanjem – poklicno izobraževanje in usposabljanje, vseživljenjsko učenje ter terciarna izobrazba – so bile pri preučenih operativnih programih za obdobje 2014–2020 določene samo v tretjini primerov (glej odstavke 76 do 81).
Conclusions and recommendations 41 93 We recommend that: Recommendation 1 The Commission should consider specifying the result indicator(s) on outcomes for which baseline and target values should be set for each investment priority. 
93. Sodišče priporoča: 42 Priporočilo 1 Komisija naj razmisli o podrobni opredelitvi kazalnikov rezultatov za izide, za katere bi morale biti določene izhodiščne in ciljne vrednosti za vsako prioriteto za vlaganje.
Target implementation date: during the preparation of the next programme period. 
Ciljni rok za izvedbo: med pripravo naslednjega programskega obdobja.
Recommendation 2 Where modifications to OPs are requested by Member States, the Commission should: — encourage the establishment of a clear link between OPs’ investment priorities and appropriate quantified and measurable result indicators; — 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. 
Priporočilo 2 Kadar države članice zahtevajo spremembe operativnih programov, naj Komisija: – spodbuja uvedbo jasne povezave med prioritetami za vlaganje v operativnih programih ter ustreznimi kvantificiranimi in merljivimi kazalniki rezultatov, – zagotovi, da bodo države članice obrazložile reprogramiranje dodelitev finančnih sredstev in v obrazložitev vključile kvalitativne in kvantitativne informacije o pričakovanih spremembah kazalnikov izložkov in rezultatov.
Target implementation date: immediately. 
Ciljni rok za izvedbo: takoj.
Recommendation 3 Member States should ensure that: — there is a clear link between the selected projects and the achievement of EU education objectives embedded in the OP; — 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. 
43 Priporočilo 3 Države članice naj zagotovijo: – jasno povezavo med izbranimi projekti in doseganjem ciljev EU za področje izobraževanja v operativnih programih, – sistematično vzpostavitev ustreznih kazalnikov rezultatov, da se prikažejo dejanski učinki projekta na končne udeležence in spremlja napredek pri doseganju ciljev za področje izobraževanja iz operativnih programov.
Conclusions and recommendations 42 Recommendation 4 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. 
Priporočilo 4 Komisija in države članice naj po potrebi bolje usmerijo sredstva operativnih programov v ukrepe, ki krepijo povezavo med izobraževanjem in zaposlovanjem, ter zagotovijo ustrezno spremljanje izidov.
This Report was adopted by Chamber II, headed by Mr Henri GRETHEN, Member of the Court of Auditors, in Luxembourg at its meeting of 11 May 2016. 
To poročilo je sprejel senat II, ki ga vodi Henri GRETHEN, član Evropskega računskega sodišča, v Luxembourgu na zasedanju 11. maja 2016.
For the Court of Auditors Vítor Manuel da SILVA CALDEIRA President 
Za Računsko sodišče Vítor Manuel da SILVA CALDEIRA Predsednik 44
Annex I Annexes 45 Overview of programming, implementation, monitoring and reporting Source: European Court of Auditors. 
Pregled načrtovanja programov, izvajanja, spremljanja in poročanja Država članica PRILOGA II 1 Evropska komisija Analiza in odobritev partnerskega sporazuma Analiza in odobritev operativnega programa Analiza in ocena letnih poročil o izvajanju Priprava partnerskega sporazuma Priprava operativnega programa Izbira projektov ali izvajalcev projektov Izvajanjeprojektov Zagotovitev informacij o spremljanju projektov Priprava letnih poročil o izvajanju Vir: Evropsko računsko sodišče.