natgillin/translations-raw huggingface dataset:
Thus, in the majority of instances, there was a lost opportunity to make use of available data in accurately establishing the Ôat riskŐ population and so improve the formulation, planning and implementation of the activities, leading to greater efficiency and effectiveness in the use of resources. 
I de flesta fall gick man miste om tillfllet att anvnda tillgngliga uppgifter fr att p ett s korrekt stt som mjligt faststlla riskgrupper och drmed ocks frbttra utformning, planering och genomfrande av verksamheterna s att resurserna utnyttjades mer effektivt och ndamlsenligt.
In the case of IrelandŐs School Completion Programme (see Annex 2 Ń Ireland), which consisted of succinct project elements to be delivered, some elements were abandoned or changed without decisions being taken at the appropriate level, i.e. the Programme Monitoring Committee or the overall impact of changes to the action being adequately considered. 
Nr det gller Irlands School Completion Programme (se bilaga 2 Đ Irland), som bestod av koncisa projektdelar som skulle levereras, vergavs eller ndrades vissa delar utan att ngot beslut hade fattats p lmplig niv, dvs. inom programvervaknings-kommittn, eller utan att den vergripande effekten av ndringar i tgrderna beaktats ordentligt.
Nevertheless, in the case of this programme and one UK project (1) also audited, the establishment of a consortium of local schools or colleges operating under written agreements and with the assistance of a coordinator constitutes an innovative and worthwhile practice, contributing positively to the efficient administration of the projects and the programme. 
Nr det gller detta program och ett brittiskt projekt (1) som ocks granskades hade man inrttat en gruppering av lokala skolor och sekundrskolor som fungerade enligt skriftliga verenskommelser och med std frn en samordnare. Detta r ett innovativt och givande stt att arbeta p som i positiv bemrkelse bidrar till en effektiv administration av projekt och program.
In France, this process took no account of school drop-out rates, and under the ÔMGIŐ programme some schools were selected without sufficient justification. 
Vid denna process i Frankrike beaktade man inte alls andelen ungdomar som hade hoppat av skolan, och inom ÓMGIÓ-programmet valdes vissa skolor ut utan tillrcklig motivering.
In the United Kingdom, for three of the eight projects audited there was no evidence of follow-up of project-appraisersŐ questions and concerns about project applications. 
I Frenade kungariket fanns det ingenting som styrkte att en uppfljning hade gjorts av projektbedmarnas frgor och farhgor angende projektanskningarna nr det gllde tre av de tta projekt som granskades.
Such weaknesses are particularly important (1) Youth Inc. given that there was limited competition in the selection process, with two of the three aforementioned projects being the only eligible bids received for ESL activity, at the time. 
Sdana brister r srskilt allvarliga med tanke p att konkurrensen var begrnsad i urvalsprocessen, dr tv av de tre frutnmnda projekten var de enda anbud som vid det tillfllet var berttigade till std fr tgrder som skulle motverka avbruten skolgng.
Delays of up to two years in implementing the ESF actions were also noted in two Member States. 
Frseningar p upp till tv r i genomfrandet av ESF-tgrder konstaterades ocks i tv medlemsstater.
This was due to protracted discussions with the Commission on the eligibility of certain expenditure and the setting up of national regulatory and financial arrangements in the case of France. 
Detta berodde i Frankrikes fall p utdragna diskussioner med kommissionen om rtten till std fr vissa utgifter och p infrandet av nationella bestmmelser och finansiella arrangemang.
This resulted in slower progress in initiating projects to tackle ESL. 
Detta ledde till att det tog lngre tid att pbrja projekt fr att motverka avbruten skolgng.
Need for better targeting of individual beneficiaries 40. 
Bttre fokusering p enskilda stdmottagare krvs 40.
In the case of programmes which provided special courses for students (2), the selection procedures were normally based on pupilsŐ levels of academic achievement. 
Nr det gllde program som tillhandahll specialkurser fr studenter (2) grundades urvalsfrfarandena vanligtvis p elevernas frvrvade utbildningsniv.
For other actions containing a range of co-financed activities the selection of participants was based on the likelihood of them abandoning school. 
Nr det gllde andra tgrder som bestod av en rad samfinansierade verksamheter grundades urvalet av deltagarna p hur troligt det var att de skulle avbryta sin skolgng.
These assessments were generally done at local administrative or school level, e.g. in France, where schools selected pupils through an interview process. 
Bedmningarna gjordes oftast p lokal administrativ niv eller skolniv, till exempel i Frankrike dr skolorna valde ut elever med hjlp av intervjuer.
In the majority of cases (3) the risk assessment and pupil admissions criteria, where available for examination, were not based on objective and transparent criteria. 
I de flesta fall (3) grundades inte riskbedmningen och intagningskriterierna, nr sdana fanns att tillg vid bedmningen, p objektiva och tydliga kriterier.
In the Netherlands, while the rules required that school authorities should focus on pupils at Ôincreased riskŐ of leaving school prematurely, in practice, all pupils meeting the minimum requirements were selected without prioritisation. 
I Nederlnderna valdes i praktiken samtliga elever som uppfyllde minimikraven ut utan ngon prioriteringsordning, trots att skolmyndigheterna enligt bestmmelserna skall inrikta sig p elever som lper Ókad riskÓ att sluta skolan i frtid.
Furthermore, the quality and detail of pupil records was also quite variable and at times inadequate. 
Kvaliteten p och informationen i elevfrteckningarna var ocks ganska varierande och ibland otillrcklig.
Limited management information systems and sharing of information 42. 
Otillrckliga frvaltningsinformationssystem och begrnsat informationsutbyte 42.
Firstly, the managing authority could not accurately identify the amount of ESF funding by recipient, due to duplicate, inaccurate and/or non-comparable data. 
Fr det frsta kunde inte frvaltningsmyndigheten korrekt identifiera beloppen fr ESF-finansieringen per mottagare p grund av att det frekom dubbla, felaktiga och/eller icke jmfrbara uppgifter.
Secondly, it was not possible to ascertain the actual number of pupils enrolled in ESL projects throughout the country, nor to obtain details of the related expenditure. 
Fr det andra gick det inte att faststlla hur mnga elever som faktiskt deltog i de projekt som skulle motverka avbruten skolgng runtom i landet och inte heller att inhmta uppgifter om motsvarande utgifter.
Following the audit the managing authority announced (4) the future development of a new information systems tool which would be adapted to the needs of the next programming period 2007 to 2013. 
Efter granskningen meddelade frvaltningsmyndigheten (4) att ett nytt informationsverktyg skulle utvecklas som skulle vara anpassat till behoven fr nsta programplaneringsperiod, 2007Đ2013.
(2) Portugal and Spain (Andalusia and Catalonia). 
(2) Portugal och Spanien (Andalusien och Katalonien).
(3) Ireland, France, the Netherlands and the United Kingdom. 
(3) Irland, Frankrike, Nederlnderna och Frenade kungariket.
(4) Letter of Ministre dŐemploi, travail et cohsion social, 6 August 2004. 
(4) Skrivelse av den 6 augusti 2004 frn ministern fr sysselsttning, (1) Youth Inc. arbete och social sammanhllning.
26.4.2006 EN Official Journal of the European Union C 99/11 43. 
26.4.2006 SV Europeiska unionens officiella tidning C 99/11 43.
A particular impediment to the assessment of pupilsŐ needs in the case of Ireland and the UK was the sharing of personal information between primary and secondary level schools and educational bodies, due to data protection considerations. 
Vid bedmningen av elevers behov i Irland och Frenade kungariket var det srskilt svrt att utbyta personuppgifter mellan grundskolor, gymnasier och utbildningsorgan p grund av uppgiftsskyddsbestmmelserna.
In the United Kingdom there was evidence of a lack of information-sharing at local level. 
I Frenade kungariket fanns det bevis p att informationsutbytet p lokal niv var bristflligt.
Although under national regulations (1) collaborative working arrangements were required to be established between different local funding agencies, data-sharing agreements were either found not to be in place or not operating successfully. 
Trots att det enligt de nationella bestmmelserna (1) skall bedrivas samarbete mellan olika lokala finansieringsorgan, hade man antingen inte ingtt ngra verenskommelser om informationsutbyte eller s fungerade de inte som de skulle.
Thus detailed statistical information on ESL which had been collected locally was not available to the educational authorities who formulated strategy and approved funding for ESL activities. Did appropriate monitoring and evaluation take place? 
Drfr hade inte skolmyndighe-terna, som faststllde strategier och godknde finansiering till verksamheter som skulle motverka avbruten skolgng, tillgng till detaljerad statistisk information som hade samlats in lokalt om elever som hade slutat skolan i frtid.
Responsibility for the sound financial management of co-financed activities rests with the managing authority of each OP. 
Ansvaret fr en sund ekonomisk frvaltning av samfinansierade verksamheter vilar p frvaltningsmyndigheten fr varje operativt program.
However, difficulties occurred in the coordination and dissemination of research in Ireland, where, due to a lack of cross-communication between different units of the implementing body (the Department of Education and Science), parallel research work was commissioned by both units without the knowledge of the other party. 
Det frekom dock svrigheter i samordningen och i spridningen av underskningar i Irland. P grund av att det saknades kommunikationskanaler mellan olika enheter i genomfrandeorganet (utbildnings-och vetenskapsministeriet) bestllde de bda enheterna, utan knnedom om varandras frehavanden, parallellt underskningsarbete.
Furthermore, while the implementing body also commissioned research into the standardisation of risk assessment for ESL, full benefit was not obtained from this initiative, as the results of this research were not sufficiently disseminated among schools for it to influence their student diagnosis and selection procedures. 
Genomfrandeorganet bestllde dessutom underskningar om standardiseringen av riskbedmningen nr det gller elever som slutar skolan i frtid, men man kunde inte dra full nytta av detta initiativ eftersom resultaten av underskningarna inte fick tillrcklig spridning i skolorna och drfr inte hade inflytande ver skolornas elevdiagnosticering och urvalsfrfaranden.
In the Netherlands a sub-optimal situation also occurred whereby individual schools separately commissioned and funded similar research and development projects on ESL. 
I Nederlnderna uppstod ocks en mindre lyckad situation dr olika skolor var fr sig bestllde och finansierade liknande underskningar och utvecklingsprojekt i frga om avbruten skolgng.
The principal challenge facing Member State authorities in assessing the impact of such ESF co-financed programmes and actions on the rate of ESL is the difficulty in taking account of the effect of national and local educational initiatives and extraneous factors such as employment levels and social conditions. 
Den strsta utmaning som medlemsstatens myndigheter str infr nr de skall bedma vilken effekt ESF-samfinansierade program och tgrder har p antalet elever som slutar skolan i frtid r den svra uppgiften att beakta effekten av nationella och lokala utbildningsinitiativ och yttre faktorer ssom sysselsttningsniv och sociala frhllanden.
For example, in the case of the United Kingdom measure, the use of ESF was not considered by the national authorities as of major importance compared to nationally funded actions, while in the Netherlands many projects implemented by schools contained elements which were not co-financed by ESF, thus making assessment of the Community added value virtually impossible. 
Nr det till exempel gller tgrden i Frenade kungariket ansg inte de nationella myndigheterna att anvndandet av ESF hade ngon strre betydelse jmfrt med nationellt finansierade tgrder, medan mnga projekt som genomfrdes av skolorna i Nederlnderna innehll delar som inte samfinansierades av ESF, vilket gjorde det praktiskt taget omjligt att bedma mervrdet fr gemenskapen.
(1) Circular 03/06 March 2003 of Learning and Skills Council entitled ÔStrategic Area ReviewsŐ. 
(1) Rundskrivelse 03/06, mars 2003, frn Learning and Skills Council med titeln Strategic Area Reviews.
In general (2), the mid-term evaluations of OPs contained little quantitative evidence on the impact of ESL co-financed activities in Member States, due to the fact that no specific impact indicators for ESL were foreseen. 
I allmnhet (2) innehll utvrderingarna efter halva tiden av operativa program f kvantitativa belgg fr vilka effekter de samfinansierade verksamheter som skulle motverka avbruten skolgng hade haft p grund av att man inte hade faststllt ngra effektindikatorer fr dessa tgrder.
In their absence it was thus not possible to determine whether the focus and strategy being followed were the most efficient and effective for tackling ESL. 
Detta gjorde att det inte gick att avgra om den inriktning och strategi som fljdes var det mest effektiva och ndamlsenliga sttet att hantera problemet med avbruten skolgng p.
For example, in respect of the United Kingdom measure, the inclusion of the ESL target group in this multi-focused measure, which had many target groups, did not facilitate the collection of monitoring data and the evaluation of ESL activities. 
Nr det gller den brittiska tgrden underlttades inte insamlingen av uppgifter om vervakningen och utvrderingen av verksamheter som skulle motverka avbruten skolgng av att mlgruppen fr verksamheterna ingick i denna tgrd med mnga inriktningar och mnga mlgrupper.
As a consequence, analysis of co-financed activities could only be provided by the national authorities for a small group of closed projects supporting 13 to 17-year olds at risk of disaffection, which were funded directly by the regional Government Offices rather than through intermediaries. 
Fljden blev att de nationella myndigheternas analys av de samfinansierade verksamheterna endast gllde en liten grupp avslutade projekt riktade till 13Đ17-ringar som riskerade att tappa motivationen fr skolan, projekt som finansierades direkt av de regionala kontoren och inte av ngra mellanhnder.
Special evaluations were commissioned by Ireland and Portugal to examine the implementation of their respective ESL actions. Such an initiative is, of course, useful. 
Irland och Portugal bestllde srskilda utvrderingar dr genomfrandet av lndernas respektive tgrder fr att motverka problemet med avbruten skolgng skulle underskas. Ett sdant initiativ r naturligtvis vrdefullt.
Unfortunately, in both cases, although changes were made on the basis of recommendations, the absence of detailed analysis of the conclusions and recommendations by the national authorities meant that the adequacy of these changes could not be assessed by the Court. 
Men eftersom det i bda fallen saknades en ingende analys av de nationella myndigheternas slutsatser och rekommendationer, trots att ndringar gjordes p grundval av rekommendationerna, kunde revisionsrtten tyvrr inte bedma om dessa ndringar var lmpliga.
These deficiencies detract from the added value that a proper evaluation process brings as a means of assisting in the management decision-making process. 
Dessa brister minskar det mervrde som en ordentlig utvrderingsprocess ger i form av beslutsunderlag fr frvaltningen.
Nevertheless, one useful innovation in evaluation in Ireland was the requirement that projects perform a self-appraisal and evaluation, which included both statistics on improved retention rates and the qualitative impacts felt in running the project. 
En vrdefull innovation i frga om utvrdering var dock kravet i Irland att man inom projekten skulle gra en sjlvbedmning och sjlvutvrdering som inbegrep bde statistik p frbttrade tal vad gller avbruten skolgng och kvalitativa effekter som upplevts under projektets gng.
Similarly, in the United Kingdom, not only were all projects required to carry out end-evaluations, one project (3) also gathered baseline data on participants with which to measure their needs and subsequent performance. 
P samma stt var alla projekt i Frenade kungariket skyldiga att utfra slututvrderingar, och inom ett projekt (3) samlade man ocks in grundlggande uppgifter om deltagarna fr att kunna mta deras behov och efterfljande resultat.
Overall, the added-value of such Community assisted measures in addition to the funding is, firstly, their ability, in accordance with the Structural Funds partnership principle, to harness the involvement of local actors and address the individual needs of communities. 
P ett vergripande plan r mervrdet av dessa tgrder som fr gemenskapsstd, utver sjlva finansieringen, i frsta hand deras frmga, i enlighet med strukturfondernas partner-skapsprincip, att mobilisera de lokala aktrerna och inrikta sig p samhllens individuella behov.
For example, in the Netherlands and Ireland, ESF co-financed projects promoted communication and coordination between schools and other local actors through the establishment of consortia, working associations, meeting-points and the use of internet sites. 
I Nederlnderna och Irland till exempel frmjade ESF-samfinansierade projekt kommunikation och samordning mellan skolor och andra lokala aktrer genom att grupperingar, tillflliga freningar och mtesplatser inrttades och genom att webbplatser anvndes.
Finally, they have the potential to raise awareness throughout the European Union that the problem of young people dropping out of school affects the whole economy. 
Slutligen kan dessa tgrder ka medvetenheten i hela Europeiska unionen om att problemet med ungdomar som hoppar av skolan pverkar hela ekonomin.
(2) Spain, France, Ireland, the Netherlands, Portugal and the United Kingdom. 
(2) Spanien, Frankrike, Irland, Nederlnderna, Portugal och Frenade kungariket.
C 99/12 EN Official Journal of the European Union 26.4.2006 CONCLUSIONS AND RECOMMENDATIONS 51. 
C 99/12 SV Europeiska unionens officiella tidning 26.4.2006 SLUTSATSER OCH REKOMMENDATIONER 51.
In respect of the audit questions asked the Court concludes and recommends the following. (a) Had the Commission fulfilled its management function regarding the sound financial management of ESF funding in this area? 
Med utgngspunkt i de frgor som stlldes under granskningen har revisionsrtten dragit fljande slutsatser och ger fljande rekommendationer: a) Uppfyllde kommissionen sin frvaltningsfunktion nr det gller en sund ekonomisk frvaltning av ESF-finansiering p detta omrde?
For the Commission to fulfil its management function it must obtain reasonable assurance that sound financial management is being implemented in practice, in the Member States, either through better utilisation of information currently received or through additional monitoring activities. 
Fr att kommissionen skall kunna uppfylla sin frvaltningsfunktion mste den uppn rimlig skerhet om att en sund ekonomisk frvaltning genomfrs i praktiken i medlemsstaterna, antingen genom att den lpande informationen anvnds bttre eller genom nya vervakningstgrder.
This was not sufficiently demonstrated regarding the management of ESL measures (see paragraphs 13 to 17). (c) Had beneficiaries been targeted and resources allocated on the basis of specific needs of the parties and in a reasonable and cost-efficient manner? 
Detta pvisades inte i tillrcklig utstrckning nr det gller frvaltningen av tgrder som skall motverka avbruten skolgng (se punkterna 13Đ17). c) Hade stdmottagarna valts ut och medlen frdelats utifrn parternas srskilda behov och p ett rimligt och kostnadseffektivt stt?
The ability to quantify needs also varied between regions. 
Frmgan att kvantifiera behov varierade ocks mellan regioner.
The use of varying definitions has not facilitated the targeting of geographic areas for assistance nor the measurement of the impact of initiatives. 
Att olika definitioner anvnds har inte gjort det ltt att vlja ut de geografiska omrden som behver std och inte heller att mta effekten av initiativen.
On a wider level, efforts to adopt the Eurostat definition would assist Community efforts in tackling the problem of ESL (see paragraphs 26 to 34). 
P ett vidare plan skulle anstrngningar fr att anta Eurostats definition bidra till gemenskapens insatser fr att tgrda problemet med elever som slutar skolan i frtid (se punkterna 26Đ34).
Member States should continue to follow-up their achievement in combating ESL by reference to the Lisbon Agenda definition as agreed by Heads of State or Government, so as to bring about the intended long-term reduction. 
Medlemsstaterna br, nr det gller att motverka avbruten skolgng, fortstta att flja upp sina resultat i frhllande till Lissabonstrategins definition, ssom faststlld av stats-och regeringscheferna, fr att stadkomma den avsedda, lngsiktiga minskningen.
The Commission should give appropriate guidance to Member States, where necessary, so as to ensure that Community funding is efficient, effective and economic. 
Kommissionen br vid behov ge medlemsstaterna lmplig vgledning fr att se till att gemenskapsfinansieringen r effektiv, ndamlsenlig och ekonomisk.
The Commission should verify that Member StatesŐ management systems conform to Community regulations and adhere to the principles of economy, efficiency and effectiveness. 
Kommissionen br kontrollera att medlemsstaternas frvaltningssystem verensstmmer med gemenskapsbestmmelserna och fljer principerna fr ekonomi, effektivitet och ndamlsenlighet.
These observations are demonstrated in regard to the following audit questions addressed. (b) Was the provision of funding preceded by an appropriate analysis of the expected economic benefits? 
Iakttagelserna redovisas nedan i frhllande till fljande granskningsfrgor. b) Gjordes en lmplig analys av frvntade ekonomiska vinster innan medlen stlldes till frfogande? 54.
Member States did not always allocate Community resources to different regions and actions in proportion to their needs or levels of ESL, or on a demonstrably justifiable basis (see paragraphs 35 to 36). (d) Were projects implemented in a manner that maximised the impact of funding in meeting the specific objectives of the actions and the general objective of combating ESL? 
Medlemsstaterna frdelade inte alltid gemenskapsmedel till olika regioner och tgrder i frhllande till deras behov eller till det antal elever som hade slutat skolan i frtid eller p en bevisligen motiverad grund (se punkterna 35Đ36). d) Genomfrdes projekten p ett sdant stt att finansieringen fick maximal effekt nr det gllde att uppn tgrdernas specifika ml och det vergripande mlet att motverka avbruten skolgng?
Some weaknesses were found in the decision-making procedures for selecting projects, in selection procedures for individual pupils, and in the sharing of information on ESL between managing organisations and projects. 
Vissa brister konstaterades i beslutsfrfarandena fr att vlja ut projekt, urvalsfrfarandena fr enskilda elever och i informationsutbytet mellan frvaltningsorganisationer och projekt om problemet med avbruten skolgng.