natgillin/translations-raw huggingface dataset:
On the other hand, some innovative practices were found whereby local schools and colleges formed consortia in order to jointly tackle the ESL problem (see paragraphs 37 to 43). 
Samtidigt konstaterade revisionsrtten att det fanns en del innovativa metoder med hjlp av vilka lokala skolor och sekundrskolor bildade grupperingar fr att gemensamt hantera problemet (se punkterna 37Đ43).
In the majority of cases the Member StatesŐ authorities National authorities responsible for the allocation of Community resources should ensure that the allocation is based on objective and relevant criteria, so as to maximise the potential impact of the funds. 
De nationella myndigheter som ansvarar fr frdelningen av gemenskapsmedel br se till att frdelningen grundar sig p objektiva och relevanta kriterier s att medlens potentiella inverkan blir s stor som mjligt.
The responsible authorities should ensure that proper project selection procedures are followed, and that individual beneficiaries of the activities are selected objectively and consistently across all projects, through the standard application of ESL risk assessment. Data-sharing agreements should be established and implemented between all local and national organisations that are responsible for tackling ESL where permitted by law. 
De ansvariga myndigheterna br se till att korrekta projektur-valsfrfaranden fljs och att enskilda stdmottagare inom verksamheterna vljs ut p ett objektivt och enhetligt stt inom samtliga projekt, genom en standardiserad tillmpning av riskbedmningen p omrdet avbruten skolgng. verenskommelser om informationsutbyte br ings och genomfras mellan samtliga lokala och nationella organisationer som ansvarar fr att tgrda problemet med avbruten skolgng, nr lagen s medger.
Member State authorities should carry out an analysis of expected economic benefits, which should include a documented and reasoned justification for the level of funding being allocated and the areas or activities being prioritised. 
Medlemsstaternas myndigheter br gra en analys av frvntade ekonomiska vinster som br inbegripa en dokumenterad och utfrlig motivering till den finansiering som tilldelas och de omrden eller verksamheter som prioriteras.
26.4.2006 EN Official Journal of the European Union C 99/13 (e) Did appropriate monitoring and evaluation activities take place to ensure that actions were effectively addressing the objectives set? 
26.4.2006 SV Europeiska unionens officiella tidning C 99/13 e) Utfrdes lmplig vervakning och utvrdering fr att se till att tgrderna p ett ndamlsenligt stt bidrog till att de faststllda mlen uppnddes?
In most cases the implementing bodies carried out some monitoring of projects with a view to ensuring that they were meeting their objectives. However, there was a lack of coordination and dissemination of research on ESL within and between Member States, resulting in insufficient benefit being obtained from the funding. 
I de flesta fall utfrde genomfrandeorganen viss vervakning av projekten fr att se till att de uppndde sina ml, men det saknades samordning och spridning av underskningar om avbruten skolgng inom och mellan medlemsstater, vilket ledde till att man inte drog tillrcklig nytta av finansieringen.
In two Member States one useful innovation was the requirement that projects perform self-appraisals providing quantitative and qualitative impacts of the activities carried out. 
I tv medlemsstater var det en vrdefull innovation att man krvde att man inom projekten skulle utfra egna bedmningar som beskrev kvantitativa och kvalitativa effekter av de verksamheter som bedrivits.
Nevertheless, the overall Operational Programme evaluations generally provided little information on the results or impact of the ESL actions (see paragraphs 44 to 50). 
De vergripande utvrderingarna av de operativa programmen gav dock i allmnhet endast fga information om resultaten och effekten av tgrder som skulle motverka avbruten skolgng (se punkterna 44Đ50).
ESF funding is a minor financial contributor to the overall human resource investment in Member States. 
ESF-finansieringen ger ett bidrag av mindre ekonomisk betydelse till de totala investeringarna i mnskliga resurser i medlemsstaterna.
However, how such funding can best contribute to reducing ESL depends on the specific needs of the individual Member States, the existence of sound and supportive national policies, and the way in which the funding is applied. 
Hur en sdan finansiering bst kan bidra till att minska antalet elever som slutar skolan i frtid beror dock p vilka srskilda behov de enskilda medlemsstaterna har, p att en sund och stdjande nationell politik frs och p hur medlen frdelas.
If ESF is to be an effective tool for achieving the goals of the Lisbon Agenda for combating ESL, then it must be applied to well thought-out strategies, which address prioritised needs and which target specific operational objectives. 
Om ESF skall vara ett effektivt verktyg fr att uppn Lissabonstrategins ml att motverka att elever slutar skolan i frtid mste den appliceras p vl genomtnkta strategier som motsvarar prioriterade behov och r inriktade p srskilda operativa ml.
Moreover, it must be subject to good management practices which comply with generally accepted standards of performance management (see paragraphs 18 to 50). 
Dessutom mste den bli freml fr goda frvaltningsmetoder som fljer allmnt erknda normer fr resultatstyrning (se punkterna 18Đ50).
Given the importance of good management practice in the area of diagnostics targeting, resource allocation and evaluation, with regard to early school leaving the Commission should, in partnership with the national authorities, facilitate the development and dissemination of best practice in these areas, so as to enhance the impact of the Community funding. 
Med tanke p hur viktigt det r med goda metoder nr det gller att faststlla mlgrupper, frdela resurser och utvrdera verksamheter nr det gller elever som slutar skolan i frtid br kommissionen i samarbete med de nationella myndigheterna gra det lttare att utveckla och sprida de bsta metoderna p dessa omrden s att gemenskapsfinansieringen fr en kad effekt.
This report was adopted by the Court of Auditors in Luxembourg at its meeting of the 23 February 2006. 
Denna rapport har antagits av revisionsrtten vid dess sammantrde i Luxemburg den 23 februari 2006.
C 99/14 EN Official Journal of the European Union ANNEX 1 TOTAL PERCENTAGE OF THE POPULATION AGED 18 TO 24 WITH AT MOST LOWER SECONDARY EDUCATION AND NOT IN FURTHER EDUCATION OR TRAINING ÔEarly school leaversŐ refers to persons aged 18 to 24 meeting the following two conditions: the highest level of education or training attained is ISCED 0, 1 or 2 and declared by respondents as not having received any education or training in the four weeks preceding the survey (numerator). 
C 99/14 SV Europeiska unionens officiella tidning BILAGA 1 TOTAL PROCENTANDEL AV POPULATIONEN I LDERSGRUPPEN 18Đ24 R SOM HAR H GST GRUNDSKOLEUTBILDNING OCH INTE DELTAR I YTTERLIGARE UTBILDNING ELLER YRKESUTBILDNING ÓElever som slutar skolan i frtidÓ gller personer mellan 18 och 24 r som uppfyller fljande tv villkor: personer vilkas hgsta frvrvade utbildnings-eller yrkesutbildningsniv r niv 0, 1 eller 2 av ISCED och som uppger att de inte har ftt ngon allmn utbildning eller yrkesutbildning under de fyra veckor som fregick underskningen (tljare).
The denominator consists of the total population of the same age group, excluding no answers to the questions Ôhighest level of education or training attainedŐ and Ôparticipation to education and trainingŐ. 
Nmnaren bestr av den totala populationen i samma ldersgrupp, exklusive dem som inte har svarat p frgorna om Óhgsta frvrvade utbildnings-eller yrkesutbildningsnivÓ och Ódeltagande i allmn utbildning eller yrkesutbildningÓ.
Both the numerators and the denominators come from the EU Labour Force Survey. 
Bde tljare och nmnare kommer frn EU:s arbetskraftsunderskning.
26.4.2006 EN Official Journal of the European Union Eurostat Structural Indicators/Social Cohesion/Early school-leavers Percentage of the population aged 18 to 24 with at most lower secondary education and not in further education or training. i: Notes Due to the implementation of harmonised concepts and definitions in the survey, information on education and training lack comparability with former years from: Ń 2003inCZ,DK,EL,IE,CY,HU,AT,SI,FI,SE,NO,CHandfrom2004inBE,LT,MT,PL,PTandROduetowider coverage of taught activities, Ń 2003 in SK due to restrictions for self-learning, Ń 2003 in DE due to the exclusion of personal interest courses, Ń 1999 in NL, 2000 in PT, 2003 in FR and CH due to changes in the reference period (formerly one week preceding the survey; CH: 12 months for vocational training instead of four weeks), Ń LU (1999) due to a new definition of lower secondary education level, Ń EU-15, Eurozone, EU-25, consequently. 
Eftersom harmoniserade begrepp och definitioner har anvnts i underskningen kan uppgifterna om allmn utbildning och yrkesutbildning inte jmfras med tidigare r frn och med Ń 2003iCZ,DK,EL,IE,CY,HU,AT,SI,FI,SE,NO,CHochfrnochmed2004iBE,LT,MT,PL,PTochROp grund av att ÓundervisningsverksamheterÓ har ett strre tckningsomrde, Ń 2003 i SK p grund av begrnsningar i ÓsjlvstudierÓ, Ń 2003 i DE p grund av att kurser av personligt intresse inte ingr, Ń 1999 i NL, 2000 i PT, 2003 i FR och CH p grund av ndringar i referensperioden (tidigare en vecka fre underskningen, i CH 12 mnader fr yrkesutbildning i stllet fr 4 veckor), Ń 1999 i LU p grund av en ny definition av nivn lgre sekundrundervisning.
Due to changes in the survey characteristics, data lack comparability with former years in IT (from 1993), PT (from 1998), BE and UK (from 1999), FI (from 2000), SE and BG (from 2001), LV and LT (from 2002), HU (from 2003), FI (quarter 1 from 2003) and AT (quarter 2 from 2003). 
P grund av ndringar i underskningen r inte uppgifterna jmfrbara med tidigare r i IT (frn 1993), PT (frn 1998), BE och UK (frn 1999), FI (frn 2000), SE och BG (frn 2001), LV och LT (frn 2002), HU (frn 2003), FI (kvartal 1 frn 2003) och AT (kvartal 2 frn 2003).
In DK, LU, IS, NO, EE, LV, LT, CY, MT and SI, the high degree of variation of results over time is partly influenced by a low sample size. 
I DK, LU, IS, NO, EE, LV, LT, CY, MT och SI beror de stora variationerna betrffande resultat genom ren delvis p att det statistiska urvalet var litet.
In CY, the reference population (denominator) excludes students abroad. 
I CY ingr inte studenter utomlands i referenspopulationen (nmnaren).
The EU aggregates are provided: C 99/15 Ń Ń Source: until 1999, on the basis of the available country data, from 1999, using the closest available year result in case of missing country data and provisional UK data (all GCSE levels excluded until a new ISCED 3c level definition is implemented in 2005 at EU level). 
EU-aggregaten tillhandahlls Ń fram till 1999 p grundval av tillgngliga uppgifter frn varje land, Ń frn 1999 genom att det nrmast tillgngliga rsresultatet anvnds om det saknas landuppgifter och preliminra uppgifter frn UK (samtliga GCSE-niver r undantagna fram tills en ny definition av ISCED 3c-niv infrs 2005 p EU-niv).
Eurostat. 
Klla: Eurostat.
C 99/16 EN Official Journal of the European Union ANNEX 2 PROGRAMMES AUDITED IN THE MEMBER STATES SPAIN Social Guarantee Programmes (SGP) Andalusia Ń Objective 1 OP, Axe 4A measure 15 A What was the nature of the programme? 
C 99/16 SV Europeiska unionens officiella tidning BILAGA 2 PROGRAM SOM GRANSKATS I MEDLEMSSTATERNA SPANIEN Program fr social garanti (SGP) Andalusien Đ ml 1 OP, prioritering 4A tgrd 15 A Vad var det fr slags program?
The Social Guarantee Programmes are aimed at those pupils who, despite special curricular courses, do not meet the minimum requirements entitling them to an upper secondary level diploma. 
Programmen fr social garanti riktar sig till elever som trots anpassad studiegng inte uppfyller minimikraven som ger dem rtt till ett avgngsbetyg frn gymnasiet.
The objective is to facilitate their transition into the labour market, while giving them the possibility of continuing to study through intermediate Specific Vocational Training. 
Mlet r att underltta deras vergng till arbetsmarknaden och samtidigt ge dem mjlighet att fortstta studera p en srskild yrkesutbildning.
The participants are normally aged between 16 and 21 years and the courses last between six months and two academic years. 
Deltagarna r i allmnhet mellan 16 och 21 r, och kurserna pgr mellan sex mnader och tv lsr.
Each class has a maximum of 20 pupils. 
Varje klass har maximalt 20 elever.
The SGPs are national programmes which are implemented in State schools by the Department of Education for the region under its specific regional regulations. 
Programmen fr social garanti r nationella program som genomfrs av regionens utbildningsmyndighet i statliga skolor i enlighet med srskilda regionala bestmmelser.
The programmes have a common structure consisting of five areas: specific vocational training (vocational skills); job training and counselling; basic educational counselling in personal and social skills; complementary activities. 
Programmen har en gemensam struktur som bestr av fem omrden: srskild yrkesutbildning (yrkesfrdigheter), arbetspraktik och yrkesvgledning, studierdgivning i personliga och sociala frdigheter samt kompletterande verksamheter.
These programmes may also target specific groups, e.g. young people with special educational needs; those from ethnic disadvantaged minorities; prisoners, etc. The actions can be carried out by secondary schools, local municipalities or non profit-making associations. What particular aspects influenced the effectiveness of the programme? 
Programmen kan ocks vnda sig till srskilda grupper, till exempel ungdomar med srskilda utbildningsbehov, ungdomar frn missgynnade etniska minoriteter, fngar m.fl. tgrderna kan vidtas av hgstadie-och gymnasieskolor, lokala myndigheter eller ideella organisationer. Vilka srskilda aspekter pverkade programmets ndamlsenlighet?
The dissemination of the information on the courses, via websites, workshops, mailing, publicity, etc., secured a widespread knowledge of the Social Guarantee Programmes. 
Informationen om kurserna via webbplatser, workshops, post, reklam osv. gjorde att kunskapen om programmen fr social garanti fick en bred spridning.
The high level of interest, commitment and dedication of programme implementers was considered by the audit as an important factor for the success of the programme. 
Det starka intresset och engagemanget och den stora entusiasmen hos de programansvariga ansgs vid granskningen som en viktig faktor fr programmets framgng.
However, one of the difficulties was the lack of a proper analytical basis for tackling the ESL problem and the absence of specific evaluation and follow-up actions for the measure. 
En svrighet var dock att det saknades en solid analytisk grund fr att motverka problemet med avbruten skolgng och att det inte gjordes ngon srskild utvrdering och uppfljning av tgrden.
Although SGPs were only introduced in Spain in 1992, the Departments of Education and Labour in Catalonia had been implementing similar courses, addressing the needs of pupils without a diploma, since 1986/87. 
Programmen fr social garanti infrdes frst 1992 i Spanien, men utbildnings-och arbets-marknadsmyndigheten i Katalonien hade sedan 1986/87 haft liknande kurser som vnde sig till elever som inte hade ngot avgngsbetyg.
The SGP courses are generally implemented by the Department of Education in collaboration with the municipalities, outside the normal educational system. What activities were co-financed? 
Kurserna inom programmen fr social garanti anordnas i allmnhet av utbildningsmyndigheten i samarbete med kommunerna och utanfr det ordinarie skolsystemet.
The courses comprised, firstly, basic training carried out by two teachers on behalf of the Department of Education and the municipality, and secondly, vocational training. What particular aspects influenced the effectiveness of the programme? 
Kurserna bestod av dels grundlggande yrkesutbildning som gavs av tv lrare p uppdrag av utbildningsmyndigheten och kommunen, dels fortbildning. Vilka srskilda aspekter pverkade programmets ndamlsenlighet?
Courses are planned and coordinated annually for each municipality by the Department, on the basis of needs analysis. 
Kurserna planeras och samordnas varje r av utbildningsmyndigheten fr varje kommun p grundval av behovsanalyser.
This direct management of these SGP and similar courses by the Department in collaboration with municipalities guarantees the existence of a minimum supply of courses and also the stability of the programme. 
Den direkta frvaltningen av programmen fr social garanti och avdelningens liknande kurser i samarbete med kommunerna r en garanti fr att det finns ett minimiut-bud av kurser och ocks fr programmens kontinuitet.
The implementation of these courses over several years by the same team also presents added value in terms of experience and know-how. 
Att kurserna genomfrs under flera r av samma arbetslag ger ocks ett mervrde i form av erfarenhet och sakkunskap.
Evaluation was also an important part of the programme, which monitored and evaluated the progress and achievements of pupils. 
Utvrdering var ocks en viktig del av programmet dr elevernas utveckling och resultat vervakades och utvrderades.
Some important success characteristics of the programme were: the fact that courses were essentially based on practical subjects, usually implemented outside the school system, delivered by only two tutors for the full duration of the course, and delivered to small classes (normally 15) which allowed the development of closer personal relationships. 
Vissa av programmets viktiga framgngsfaktorer var det faktum att kurserna i huvudsak byggde p praktiska mnen, att de i regel genomfrdes utanfr skolsystemet, att endast tv lrare undervisade under hela kursen och att klasserna var sm (i regel 15 elever), vilket gjorde att nrmare personliga frhllanden kunde utvecklas.
The continuity of the responsible team year after year also allowed the acquisition of important know-how and created a network which facilitated the exchange of good practice and a high level of assistance and monitoring of each course. 26.4.2006 
Att det ansvariga arbetslaget var detsamma r efter r gjorde ocks att man fick viktiga sakkunskaper och skapade ett ntverk som underlttade utbytet av goda arbetsmetoder och gjorde att varje kurs fick mycket std och noggrant kunde fljas upp. 26.4.2006
26.4.2006 EN Official Journal of the European Union FRANCE Lifelong education and learning, Objective 3, Single Programming Document for 2000 to 2006 What was the nature of the programme? 
26.4.2006 SV Europeiska unionens officiella tidning FRANKRIKE Livslngt lrande, ml 3, samlat programdokument fr 2000Đ2006 Vad var det fr slags program?
The ESF assisted the alleviation of ESL in France through three separate activities contained in the Life-long Learning Policy Field within the Objective 3, Single Programming Document for 2000 to 2006. 
ESF bidrog till att motverka att elever slutar skolan i frtid i Frankrike genom tre separata verksamheter som ingick i politikomrdet livslngt lrande inom ml 3, samlat programdokument fr 2000Đ2006.
These were grouped under the objective of Ôgiving a second chance to young people who abandon the education system prematurelyŐ. 
Dessa sorterades under mlet att Óge ungdomar som lmnar skolsystemet i frtid en andra chansÓ.
The principal approach was to support existing actions defined under national regulations and aimed at helping pupils to reach the end of upper-secondary level education. 
Det viktigaste var att ge std till befintliga tgrder som faststllts enligt nationella bestmmelser och som syftade till att hjlpa elever att avsluta gymnasiet.
Depending on the definition of ESL, between 60 000 and 150 000 young people leave school each year without any qualification. 
Antalet ungdomar som lmnar skolan varje r utan ngot avgngsbetyg varierar mellan 60 000 och 150 000 beroende p vilken definition man anvnder.
The percentage of 18 to 24-year olds with no higher than lower-secondary education was estimated to be 14,2 % (2004 (1)). 
Andelen 18Đ24-ringar med hgst grundskoleutbildning uppskattades till 14,2 % (2004 (1)).
What activities were co-financed? The ÔSocial integration planŐ (ÔMission Gnrale dŐInsertionŐ Ń MGI) consists of special courses aimed at motivating and encouraging pupils to obtain additional qualification level. 
Planen fr social integration (mission gnrale dŐinsertion, MGI) bestr av srskilda kurser som syftar till att motivera och uppmuntra elever att uppn en hgre utbildningsniv.
The pupils admitted to these courses were over 16, had not entered upper-secondary education and were experiencing difficulties in school or had been absent from school for less than one year. 
Elever som antogs till dessa kurser var ver 16 r, hade inte brjat gymnasiet och hade svrigheter i skolan eller hade varit frnvarande frn skolan i mindre n ett r.
Under local regulations these pupils could request an assessment interview with the school team and with an educational psychologist. 
Enligt lokala bestmmelser kunde dessa elever anska om en bedmningsintervju med skolpersonalen och en skol-psykolog.
Special needs classes (dispositifs relais) catered for pupils who were attending secondary school and who experienced learning difficulties. 
Klasser fr elever med srskilda behov (dispositifs relais) anordnades fr elever med inlrningssvrigheter som gick p hg-stadiet eller gymnasiet.
These were small classes of not more than 12 pupils, aimed at addressing their specific needs. 
Klasserna var sm med hgst 12 elever och skulle inrikta sig p elevernas srskilda behov.
Personalised curricula, timetables and extra-curricular activities (e.g. sport) helped integrate disaffected young people back into standard curricula education. 
Individuella kursplaner, timplaner och aktiviteter utanfr skolan (t.ex. idrott) gjorde att elever med lg studiemotivation kunde terinfras i ordinarie skolklasser.
ÔPilot actionsŐ (les actions pilotes) were specific projects based on local needs. 
Pilottgrder (actions pilote) var srskilda projekt som utgick frn lokala behov.
They typically provided pupils with extra-curricular activities (after-school homework classes; outings; cultural, artistic and sporting activities etc.). 
De erbjd elever aktiviteter utanfr den ordinarie skolan (lxlsning efter skolan, utflykter, kulturella och konstnrliga verksamheter, idrottsaktiviteter osv.).
For young people aged between 15 and 20 years they helped them define career choices and gain work experience in local firms. 
Ungdomar mellan 15 och 20 r fick hjlp att vlja yrkesinriktning och f arbetspraktik p lokala fretag.
The Ôsecond chance schoolŐ pilot project aimed to integrate young people into the economic world by providing customised courses and work experience for older students who had left normal education prematurely. 
Pilotprojektet Óen skola fr en andra chansÓ syftade till att integrera ungdomar i arbetslivet med hjlp av skrddarsydda kurser och arbetslivserfarenhet fr ldre elever som hade slutat den ordinarie skolan i frtid.
One important aspect of the courses and activities was the degree to which they were customised to meet the specific needs of the students. 
En viktig aspekt av kurserna och verksamheterna var i vilken utstrckning de hade skrddarsytts fr att motsvara elevernas srskilda behov.