natgillin/translations-raw huggingface dataset:
Observations 27 47 Table 4 presents, for each EU education objective, the number of projects examined and the financial amounts involved. 
V tabeli 4 so za vsak cilj EU za področje izobraževanja prikazani število preučenih projektov in zneski finančnih sredstev.
Although some projects contributed to more than one EU objective in the field of education, for reporting purposes they have been listed under the most relevant one based on our assessment. 
Čeprav so nekateri projekti prispevali k več kot enemu cilju EU za področje izobraževanja, so bili za poročanje uvrščeni med cilj, ki je bil po naši oceni najpomembnejši. 29
Observations 28 Insufficient focus on achievement of projects’ objectives and use of relevant performance indicators 48 For most of the projects examined, only financial aspects and outputs had been monitored, not their contribution to the selected objectives as such. 
Tabela 4 – Cilji EU za področje izobraževanja, upoštevani pri preučenih projektih Nezadostna osredotočenost na doseganje ciljev projektov in uporabo ustreznih kazalnikov uspešnosti 48. Pri večini preučenih projektov so se spremljali samo finančni vidiki in izložki, ne pa tudi njihov prispevek k doseganju izbranih ciljev.
Failing to assess the skills acquired by the participants may lead to training that does not meet the participants’ learning needs and does not improve the targeting of the learning activities if needed (see Box 2). 
Če se ne ocenjujejo spretnosti, ki jih pridobijo udeleženci, se lahko izvaja izobraževanje, ki ne zadovoljuje učnih potreb udeležencev in ne izboljšuje ciljnega usmerjanja učnih dejavnosti, kadar je to potrebno (glej okvir 2).
In almost half of the projects, as the objectives had not been quantified, the monitoring procedures in place did not provide information on the extent to which the objectives had been achieved. 
Pri skoraj polovici projektov uvedeni postopki spremljanja niso dajali informacij o stopnji doseganja ciljev, ker cilji niso bili kvantificirani. 49.
49 In two cases, while comprehensive monitoring information was available at the level of the beneficiary, it had not been requested and therefore not transmitted to the managing authority. 
V dveh primerih so upravičenci imeli izčrpne informacije o spremljanju, vendar jih organ upravljanja ni zahteval, zato mu jih upravičenci niso posredovali.
Unsatisfactory monitoring procedure The objective of a project in Palermo (Italy) was to strengthen lifelong learning, i.e. to support the access of adults, whether employed or not, to education pathways through which to recover initial educational deficits and/or obtain qualifications. 
31 Okvir 2 – Nezadovoljiv postopek spremljanja Cilj projekta v Palermu (Italija) je bil okrepiti vseživljenjsko učenje, tj. podpreti dostop zaposlenih ali brezposelnih odraslih do poti izobraževanja, s katerimi bi odpravili začetne izobrazbene primanjkljaje in/ali pridobili kvalifikacije.
The selection criteria in the call for projects provided for a specific criterion related to enhanced and clear ongoing and ex post evaluation methodologies both for outputs and outcomes. 
Merila za izbiro v razpisih za prijavo projektov so vključevala posebno merilo v zvezi z okrepljenimi in jasnimi metodologijami za sprotna in naknadna vrednotenja izložkov in izidov.
The only monitoring put in place was a self-evaluation in which the 39 participants expressed a judgment on their knowledge before and after the training. 
Edino vzpostavljeno spremljanje je bilo samoovrednotenje, s katerim je 39 udeležencev presodilo svoje znanje pred usposabljanjem in po njem.
We consider that this method should have been accompanied by other monitoring procedures such as assessment by the training provider to better assess the effectiveness of the project. Box 2 
Menimo, da bi morali zaradi boljše ocene uspešnosti projekta to metodo spremljati drugi postopki spremljanja, npr. ocena, ki jo opravi izvajalec usposabljanja.
Observations 29 50 Almost all the projects had been carried out within the budget and without delays. 
50. Pri skoraj nobenem projektu proračun ni bil prekoračen niti ni bilo zamud.
Where budget overruns had occurred, it was because of a significant increase in the number of the initially planned participants, and this had been approved by the relevant managing authority. 
Kadar je prišlo do prekoračitve proračuna, je bila ta posledica velikega povečanja prvotno načrtovanega števila udeležencev, prekoračitev pa je odobril ustrezni organ upravljanja.
51 Overall, the activities related to the 15 projects examined corresponded to their respective EU education objectives set out in the OPs. 
V glavnem so dejavnosti, povezane s 15 preučenimi projekti, ustrezale posameznim ciljem EU za področje izobraževanja, določenim v operativnih programih.
However, because almost half of the examined projects had not set indicators other than the number of participants/participations, the possibility to ascertain the extent to which a project had actually produced any change in the situation of the participants was limited. 
Ker pa je bilo pri skoraj polovici preučenih projektov število udeležencev/udeležb določeno kot edini kazalnik, je bila možnost, da se oceni, koliko je neki projekt dejansko spremenil položaj udeležencev, majhna. 52.
52 During the audit, we identified good practice in the case of one managing authority, where payments were linked to project performance (see Box 3). 
Med revizijo smo pri enem organu upravljanja odkrili primer dobre prakse, pri katerem so bila plačila povezana z uspešnostjo projekta (glej okvir 3).
25 See for example Romanian managing authority instruction No 71/2013 applicable to the 2007-2013 projects that were not yet completed at the time when the instruction was issued. 
25 26 27 Glej na primer navodila romunskega organa upravljanja št.
Observations 30 Assessment of the establishment of operational 26 Mainly Regulation (EU) No 1303/2013 and Regulation (EU) No 1304/2013 of the European Parliament and of the Council of 17 December 2013 on the European Social Fund and repealing Council Regulation (EC) No 1081/2006 (OJ L 347, 20.12.2013, p. 
1303/2013 in Uredbe (EU) št. 1304/2013 Evropskega parlamenta in Sveta z dne 17. decembra 2013 o Evropskem socialnem skladu in razveljavitvi Uredbe Sveta (ES) št.
27 Improving vocational education and training was not included in the Europe 2020 objectives nor covered by any specific benchmark of ET 2020. 
Izboljšanje poklicnega izobraževanja in usposabljanja ni med cilji strategije Evropa 2020 niti ni zajeto v nobenem od meril za ET 2020.
However, this objective has been included in our assessment because the legal framework includes this objective under thematic objective 10 and introduced the thematic ex ante conditionality 10.4 requiring the existence of a national or regional strategic policy framework for increasing the quality and efficiency of vocational education and training systems. programmes for the 2014-2020 programme period 53 Our approach to assessing the inclusion of EU education objectives in the 2014-2020 OPs was the same as that for the 2007-2013 OPs. 
Kljub temu je bil ta cilj vključen v naše ocenjevanje, ker je vključen v pravni okvir pod tematskim ciljem 10 in v tematsko predhodno pogojenost 10.4, v kateri se zahteva, da obstaja nacionalni ali regionalni strateški okvir politike za povečanje kakovosti in učinkovitosti sistemov poklicnega izobraževanja in usposabljanja. 32 Okvir 3 – Primer v rezultate usmerjenega upravljanja: povezovanje plačil z uspešnostjo V Romuniji so preučeni projekti vključevali kazalnike izložkov in izidov s ciljnimi vrednostmi.
Commission supported Member States in establishing 2014-2020 operational programmes 55 The Commission should provide support to Member States to ensure that the OPs submitted by them for its approval include those EU policy objectives which the Member States wish to benefit from ESF funding. 
Komisija je državam članicam pomagala pri pripravi operativnih programov za obdobje 2014–2020 55. Komisija bi morala pomagati državam članicam, da bi zagotovila, da operativni programi, ki jih države članice predložijo Komisiji v potrditev, vključujejo cilje tiste politike EU, za katero želijo države prejeti sredstva iz Evropskega socialnega sklada.
56 We consulted with the Commission services involved in the process of establishing the 2014-2020 OPs and reviewed the related documentation, including the partnership agreement for each of the five Member States visited (see paragraph 21) focusing on education objectives. 
Govorili smo s službami Komisije, vključenimi v proces priprave operativnih programov za obdobje 2014–2020, in pregledali ustrezne dokumente, vključno s partnerskimi sporazumi, za vseh pet obiskanih držav članic (glej odstavek 21), pri čemer smo se osredotočali na cilje za področje izobraževanja.
Observations 31 57 The process of negotiating and approving partnership agreements and OPs for the 2014-2020 programme period started in 2012, with the preparation of the position papers by the Commission. 
57. Proces pogajanj o partnerskih sporazumih in operativnih programih za programsko obdobje 2014–2020 in njihovega potrjevanja se je začel leta 2012, ko je Komisija pripravila dokumente o stališču.
These position papers set out the Commission’s preliminary analysis of the situation in the different Member States and regions and formed the framework for the dialogue between the Commission and the Member States on preparing the partnership agreements and OPs. 
V teh dokumentih o stališču so bile prikazane predhodne analize stanja v različnih državah članicah in regijah, ki jih je izvedla Komisija. Dokumenti so bili okvir za dialog Komisije z državami članicami o pripravi partnerskih sporazumov in operativnih programov.
They set out the key country-specific challenges and presented the Commission services’ preliminary views on the main funding priorities. 
V njih so bili opredeljeni ključni izzivi, značilni za posamezne države članice, in predstavljena predhodna mnenja služb Komisije o glavnih prioritetah za financiranje.
The starting point of the Commission’s considerations was its assessment of the Member States’ progress towards their Europe 2020 targets, underpinned by the country-specific recommendations addressed by the Council and country-specific development challenges28. 
Izhodišče za oblikovanje stališč Komisije je bila njena ocena napredka držav članic pri doseganju ciljev strategije Evropa 2020, ki je temeljila na priporočilih za posamezne države članice, ki jih potrdi Svet, in razvojnih izzivih za posamezne države.28 58.
58 The Commission provided support to Member States in setting up these strategic documents. 
Komisija je državam članicam pomagala pri pripravi teh strateških dokumentov.
In particular, the Commission issued guidance on different aspects of the new programme period, such as a template and guidelines on the content of the partnership agreement and OPs. 
Izdala je navodila za različne vidike novega programskega obdobja, kot so vzorec in smernice za vsebino partnerskega sporazuma in operativnih programov.
In addition, it issued guidance fiches on intervention logic and on how to comply with the four education-related ex ante conditionalities: ‘Early school leaving’, ‘Higher education’, ‘Lifelong learning’ and ‘Vocational education and training’. 
Poleg tega je izdala dokumentacijo z navodili za intervencijsko logiko in izpolnjevanje štirih predhodnih pogojenosti, povezanih z izobraževanjem: zgodnje opuščanja šolanja, visoko šolstvo, vseživljenjsko učenje ter poklicno izobraževanje in usposabljanje.
59 The Commission also developed appraisal procedures for assessing the draft partnership agreements and OPs in order to ensure that they properly address EU education objectives set in ET 2020 and Europe 2020. 
Razvila je tudi postopke za ocenjevanje osnutkov partnerskih sporazumov in operativnih programov, da se zagotovi, da so v njih ustrezno zajeti cilji EU za področje izobraževanja, določeni v ET 2020 in strategiji Evropa 2020.
60 The comprehensive assessment carried out by the Commission for the sampled partnership agreements and OPs successfully identified several shortcomings (such as unclear specific objectives, lacking or poor quality indicators, poor performance framework information and a failure to comply with the ex ante conditionalities). 
60. Celovita ocena vzorca partnerskih sporazumov in operativnih programov, ki jo je izvedla Komisija, je uspešno odkrila več pomanjkljivosti (kot so nejasni posamični cilji, pomanjkanje ali slaba kakovost kazalnikov, slabe informacije o okviru uspešnosti ter neizpolnitev predhodnih pogojenosti).
The observations were submitted to the Member States, which, where necessary, revised and resubmitted the partnership agreements and the OPs. 
Opažanja so bila poslana državam članicam, ki so po potrebi popravile in na novo predložile partnerske sporazume in operativne programe. 61.
Observations 32 61 Our assessment of the process for the establishment of 2014-2020 OPs identified some shortcomings. 
Pri oceni procesa priprave operativnih programov za obdobje 2014–2020 smo odkrili nekaj pomanjkljivosti.
For example, in the Norte OP (Portugal), despite financial support having been allocated to ‘Vocational education and training’, the corresponding ex ante conditionality had not been considered applicable or fulfilled. 
Na primer, v zvezi z operativnim programom za Norte (Portugalska) predhodna pogojenost za poklicno izobraževanje in usposabljanje ni štela za veljavno ali izpolnjeno, čeprav je bila dodeljena finančna podpora za poklicno izobraževanje in usposabljanje.
Examined operational programmes consistent with EU education objectives 62 Where OPs include specific education objectives, the related intervention logic and the tools for monitoring performance should be outlined and described. 
Kadar operativni programi vključujejo posamične cilje za področje izobraževanja, bi morali biti v njih prikazani in opisani s cilji povezana intervencijska logika in orodja za spremljanje uspešnosti. 63.
63 We carried out an analysis of eight OPs which included an ESF allocation for the 2014-2020 programme period, in order to assess the extent to which these criteria had been outlined. 
Opravili smo analizo osmih operativnih programov, v okviru katerih so bila dodeljena sredstva iz Evropskega socialnega sklada za programsko obdobje 2014–2020, da bi ocenili, do katere stopnje so bila prikazana ta merila.
64 The total initial budget of the reviewed OPs is 23.33 billion euro, of which 13.76 billion euro is from the ESF. 
Celotni prvotni proračun za pregledane operativne programe je znašal 23,33 milijarde EUR, od katerih je bilo 13,76 milijarde EUR dodeljenih iz Evropskega socialnega sklada.
The ESF allocation to education is 7.14 billion euro, i.e. 52 % of the total ESF support. 
Za izobraževanje je bilo iz Evropskega socialnega sklada dodeljenih 7,14 milijarde EUR, kar je 52 % celotne podpore iz tega sklada.
Annex IV provides the budgetary information on the OPs examined. 
V Prilogi IV so informacije o proračunih za preučene operativne programe.
65 Our analysis of the OPs examined showed that they generally included education objectives. 
Naša analiza preučenih operativnih programov je pokazala, da so v glavnem vključevali cilje za področje izobraževanja.
There was a significant improvement in the description of the intervention logic compared to the 2007-2013 programme period. 
Opisi intervencijske logike so bili v primerjavi s programskim 34 obdobjem 2007–2013 veliko boljši.
We also noted improvements in the monitoring tools framework. 
Opazili smo tudi izboljšanja pri okviru orodij za spremljanje.
An overview of the remaining shortcomings is presented in Table 5. 
Pregled preostalih pomanjkljivosti je v tabeli 5.
Observations 33 Assessment of 2014-2020 OPs: EU education objectives, intervention logic and tools for monitoring Intervention logic Tools for monitoring Objectives OPs that included the EU objectives (number and percentage of OPs examined) Without any description of context (%) Without any needs analysis (%) Without any example of actions to achieve the objective (%) Without any quantification of the objective (%) Without any indicators for measuring the achievement of the objective (%) Early school leavers 7 (88 %) 5 (63 %) none none none none none Tertiary education attainment none none none none none Lifelong learning 6 (75 %) none none none 17 none Low achievers in basic skills 3 (38 %) none 33 none 33 33 Early childhood education 2 (25 %) none none none 50 50 Vocational education and training 7 (88 %) 29 none none none none 30 cases1 5 6 0 17 14 1 The total number of cases is the sum of all the identified education objectives in all 8 OPs examined. 
Tabela 5 – Ocena operativnih programov za obdobje 2014–2020: cilji EU za področje izobraževanja, intervencijska logika in orodja za spremljanje 35 Cilji Operativni programi, ki so vključevali cilje EU (št. in % preučenih operativnih programov) Intervencijska logika Orodja za spremljanje brez opisa konteksta (%) brez analize potreb (%) brez primera ukrepov za doseganje cilja (%) brez kvantifikacije cilja (%) brez kazalnikov za merjenje doseganja cilja (%) Osebe, ki zgodaj opustijo šolanje 7 (88 %) noben noben noben noben noben Terciarna izobrazba 5 (63 %) noben noben noben noben noben Vseživljenjsko učenje 6 (75 %) noben noben noben 17 noben Posamezniki s slabimi rezultati pri osnovnih spretnostih 3 (38 %) noben 33 noben 33 33 Vzgoja in izobraževanje v zgodnjem otroštvu 2 (25 %) noben noben noben 50 50 Poklicno izobraževanje in usposabljanje 7 (88 %) 29 noben noben noben noben 30 primerov1 5 6 0 17 14 1 preučenih operativnih programih. Skupno število primerov je vsota vseh ugotovljenih ciljev za področje izobraževanja v vseh osmih 66.
66 The assessment showed that, overall, the OPs presented a satisfactory description of the situation existing before the implementation of the OP and coherently identified the needs to be fulfilled. 
Ocena je pokazala, da je bil v operativnih programih položaj, ki je obstajal pred njihovim izvajanjem, v glavnem zadovoljivo opisan, potrebe, ki jih je treba izpolniti, pa koherentno opredeljene.
67 The OPs also presented indicative actions for achieving the objectives and identified the guiding principles for selecting operations and, where appropriate, identifying the main target groups, specific territories targeted and types of beneficiaries. 
67. V operativnih programih so bili prikazani tudi okvirni ukrepi za doseganje ciljev ter opredeljena usmeritvena načela za izbiranje operacij in opredeljevanje glavnih ciljnih skupin, posameznih ciljnih ozemelj in vrst upravičencev.
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. Table 5 
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, tj. izbira in izvedba ustreznih projektov, ki bodo podprli dosego ciljev za področje izobraževanja iz operativnih programov.
Observations 34 68 We found shortcomings in some OPs, mainly regarding the quantification of the objectives and the lack of baselines and target values for indicators. 
V nekaterih operativnih programih smo našli pomanjkljivosti, predvsem v zvezi s kvantifikacijo ciljev ter pomanjkanjem izhodiščnih in ciljnih vrednosti za kazalnike.
As detailed in Table 5, these concern ‘Lifelong learning’, ‘Low achievers in basic skills’ and ‘Early childhood education’ objectives. 
Ti se nanašajo na cilje za vseživljenjsko učenje, posameznike s slabimi rezultati pri osnovnih spretnostih ter vzgojo in izobraževanje v zgodnjem otroštvu, kot je prikazano v tabeli 5.
Performance monitoring arrangements improved, but with some limitations 69 The monitoring and reporting framework should provide sufficient information for the Commission to be able to adequately monitor and report on the performance achievements of ESF funded measures. 
Ureditve za spremljanje uspešnosti so izboljšane, vendar obstaja nekaj omejitev 69. Okvir za spremljanje in poročanje bi moral dati Komisiji dovolj informacij, da bi lahko ustrezno spremljala in poročala o uspešnosti ukrepov, financiranih iz Evropskega socialnega sklada.
70 To assess this aspect, we reviewed the 2014-2020 legal framework and the related guidance issued by the Commission in relation to the eight OPs examined. 
70. Da bi to ocenili, smo pregledali pravni okvir 2014–2020 in ustrezna navodila Komisije za osem preučenih operativnih programov.
71 To overcome the weaknesses identified for the 2007-2013 programme period (see paragraphs 33 to 38), the 2014-2020 legal framework introduced common result indicators29. Article 5 of the ESF regulation provides that ‘all common output and result indicators shall be reported for all investment priorities’. 
Za odpravo ugotovljenih slabosti iz programskega obdobja 2007–2013 (glej odstavke 33 do 38) so bili s pravnim okvirom za obdobje 2014–2020 uvedeni skupni kazalniki rezultatov.29 V členu 5 uredbe o Evropskem socialnem skladu je določeno, da je treba za vse prioritete za vlaganje poročati o vseh skupnih kazalnikih izložkov in rezultatov.
This reporting will take place in the annual implementation report and should deliver consistent and comparable information about the achievement of the OP objectives. 
O njih se poroča v letnem poročilu o izvajanju.
72 According to the guidance document on monitoring and evaluation of the EU cohesion policy30, ‘only the indicators that represent the main outputs expected from the specific objective should be linked to a target’. In addition, this guidance specifies that ‘baselines shall be fixed for all common and programme-specific result indicators for which a cumulative quantified target value for 2023 has been set’. 
72. V skladu z navodili za spremljanje in vrednotenje evropske kohezijske politike se sme z ožjim ciljem povezati le kazalnike za glavne izložke, ki se pričakujejo za posamezni cilj.30 Poleg tega je v teh navodilih določeno, da je treba za vse skupne kazalnike rezultatov in kazalnike rezultatov, opredeljene za posamezne programe, za katere je bila določena kumulativna kvantificirana ciljna vrednost za leto 2023, določiti izhodiščne vrednosti.
29 Annex I to Regulation (EU) No 1304/2013. 
1304/2013.
30 Programming Period 2014-2020 — Monitoring and Evaluation of European Cohesion Policy — European Social Fund — Guidance Document — June 2015, p. 
Programming Period 2014–2020 – Monitoring and Evaluation of European Cohesion Policy – European Social Fund - Guidance Document, junij 2015, str.
For the objective of reducing the number of early school leavers, in particular, we consider that this led to some cases where baseline and target values for additional indicators would have been helpful to better assess the effectiveness of the measure (see Box 4). 
37 katerih bi izhodiščne in ciljne vrednosti za dodatne kazalnike pripomogle k boljšemu ocenjevanju uspešnosti ukrepa (glej okvir 4).
Example where targets for additional outcome indicators would have been helpful For the specific objective ‘Reducing and preventing early school leaving’, the 2014-2020 regional OP for Italy (Sicily) has selected as an outcome indicator ‘participants who are in employment, including self-employment, 6 months after leaving’ (together with a baseline and a target). 
Okvir 4 – Primeri, v katerih bi bili ožji cilji za dodatne kazalnike izidov koristni Za posebni cilj „zmanjševanje in preprečevanje zgodnjega opuščanja šolanja” je bil v regionalnem operativnem programu za obdobje 2014–2020 za Italijo (Sicilija) kot kazalnik izidov izbrano število udeležencev, ki so šest mesecev po opustitvi šolanja zaposleni ali samozaposleni (vključno z izhodiščnimi in ciljnimi vrednostmi).
However, given that many of the recipients will be students still enrolled in school, this indicator alone is not sufficient for assessing the intervention’s effectiveness. 
Ker pa so mnogi od udeležencev še vedno vpisani v šolo, samo ta kazalnik ne zadostuje za oceno uspešnosti intervencije.