natgillin/translations-raw huggingface dataset:
Department of Work and Pen-sions; Andalusia: Direction Rgionale du Travail, de lŐEmploi et de la Formation Professionnelle (Ile-de-France and Lorraine); of Enterprise, and Employment); Trade Government Office West Mid-lands; Implementing body (Department of Education and Science); Learning and Skills Council Staffordshire; ANNEX 3 OPERATIONAL PROGRAMMES, IMPLEMENTING BODIES AND PROJECTS AUDITED Implementing bodies audited Connexions Service; Government Office South East; Department for Education and Science, Statistics Department; Learning and Skills Council Sur-rey; Learning and Skills Council Hampshire; Connexions Service South East. 26.4.2006 EN Official Journal of the European Union C 99/21 I.E.S. Polgono Sur, (Andalusia) St Thomas SR national school ROC Koning Willem I (Ős-Hertogenbosch) E. S. de Linda-a-Velha (Linda-a-Velha) Future Train, Stoke Learning and Education Authority Spain France Ireland Netherlands Portugal United Kingdom I.E.S. Andrs Benitez, (Andalusia) Ecole de la deuxime Chance, La Courneuve Tullamore College ROC Asa (Amersfoort) E. S. Marqus de Pombal (Lisbon) E.S. D. Jos I (Lisbon). 
26.4.2006 SV Europeiska unionens officiella tidning C 99/21 Spanien Frankrike Irland Nederlnderna Portugal Frenade kungariket I.E.S. Andrs Benitez (Andalusien) Ecole de la deuxime Chance, La Courneuve Tullamore College ROC Asa (Amersfoort) E. S. Marqus de Pombal (Lisbon) E.S. D. Jos I (Lisbon) Youth Inc., Staffordshire Consortium of Colleges, Cannock I.E.S. San Severiano (Andalusien) Lyce professionnel J.P. Timbaud Mullingar Community College ROC (Amersfoort) Hoornbeeck Oost-Nederland Employability Plus, Solent Skill Quest, Portsmouth I.E.S. Baha de Cdiz (Andalusien) Association Pierre Kohlmann, Antony Colaiste Eoin Secondary school ROC (Hengelo) Provincia Portuguesa da Companha de Jesus (Santo Tirso) VT Career Management South-ern, Portsmouth I.E.S. Virgen de Consolacin (Andalusien) Collge Paul Verlaine, Malzeville Collge Jean Moulin, Tomblaine LP Flgence Bienvene, Aubou College Paul Valry, Metz Jobstown Community College ROC Twente Plus (Almelo) E. S. Stuart de Carvalhais (Massam) The Glide Project, Education Business Partnership, Gosport I.E.S. Polgono Sur (Andalusien) St.
Youth Inc, Staffordshire Consortium of Colleges, Cannock I.E.S. San Severiano, (Andalusia) Lyce professionnel J. P Timbaud Mullingar Community College ROC (Amersfoort) Hoornbeeck Oost-Nederland Employability Plus, Solent Skill Quest, Portsmouth I.E.S. Baha de Cdiz, (Andalusia) Association Pierre Kohlmann, Antony Colaiste Eoin Secondary school ROC (Hengelo) Provincia Portuguesa da Companha de Jesus (Santo Tirso) VT Career Management Southern, Portsmouth I.E.S. Virgen de Consolacin (Andalusia) Collge Paul Verlaine, Malzeville Collge Jean Moulin, Tomblaine LP Flgence Bienvene, Aubou College Paul Valry, Metz Jobstown Community College ROC Twente Plus (Almelo) E. S. Stuart de Carvalhais (Massam) The Glide Project, Education Business Partnership, Gosport PTT Palau-Solit i Plegamans (Catalonia) St PaulŐs secondary school ROC Aventus (Apeldoorn) Ensiprof (Barcelos) Skillway, Surrey Care Trust, Surrey PTT Molins de Rei, (Catalonia) PTT Barcelona Nou Barris, (Catalonia) PTT Martorell, (Catalonia) ROC de (Doetinchem) DavidŐs CBS Artane Graafschap ROC Nijmegen (Nijmegen) Escola Profissional de Santo Tirso (Santo Tirso) Gorey Community School, Wexford E.S. Anselmo de Andrade (Almada) Abbey Community College, Wicklow ROC A12 (Ede) ROC Arcus (Heerlen) Ballymun Comprehensive school Projects audited 
PaulŐs secondary school ROC Aventus (Apeldoorn) Ensiprof (Barcelos) Skillway, Surrey Care Trust, Surrey PTT Molins de Rei (Katalonien) DavidŐs CBS Artane ROC de Graafschap (Doetin-chem) Escola Profissional de Santo Tirso (Santo Tirso) PTT Barcelona Nou Barris (Katalonien) Gorey Community School, Wexford ROC Nijmegen (Nijmegen) ROC A12 (Ede) ROC Arcus (Heerlen) E.S. Anselmo de Andrade (Almada) PTT Martorell (Katalonien) Abbey Community College, Wicklow Ballymun Comprehensive school Granskade projekt
C 99/22 EN Official Journal of the European Union 26.4.2006 EXECUTIVE SUMMARY III. (a) Several of the Member States audited were able to evaluate the nature and scope of the problem of early school leaving (ESL) to a greater or lesser extent on the basis of the best information available to them. (b) Several of the Member States audited were able to determine the level of funding to a greater or lesser extent on the basis of estimates, by using the best sources of information available to them. 
C 99/22 SV Europeiska unionens officiella tidning 26.4.2006 SAMMANFATTNING III. a) Flera av de medlemsstater som granskats av revisionsrtten har i olika grad kunnat utvrdera arten och omfattningen p problemet med avbruten skolgng utifrn bsta mjliga uppgifter som funnits tillgngliga. b) Flera av de medlemsstater som granskats av revisionsrtten har i olika grad kunnat faststlla nivn p de medel som tilldelats utifrn berkningar av bsta mjliga uppgifter som funnits tillgngliga.
Within a given programme, the distribution of funds between the various regions of a Member State or between the different measures concerned is a national responsibility. 
Inom ett och samma program ligger frdelningen av medel mellan en medlemsstats olika regioner eller mellan olika tgrder medlemsstatens nationella behrighet.
Distribution depends on a number of criteria, some of them political in nature, which take account of local needs ground. 
Denna frdelning uppfyller ett antal kriterier, bl.a. politiska kriterier, som tar hnsyn till behoven p plats.
In several of the cases audited, particular criteria were also applied to determine the allocation of resources between regions and/or measures. (d) As a general rule, the Member StatesŐ approach has been to define the various target groups on the basis of their national education systems and their specific problems. 
Vid revisionsrttens granskningar har ett antal kriterier vid flertalet tillfllen ocks anvnts fr att faststlla hur medlen skall frdelas mellan regioner eller tgrder. d) Generellt faststllde medlemsstaterna olika mlgrupper med hnsyn till sina nationella utbildningssystem och sina srpro-blem.
These target groups have been quantified to a greater or lesser extent to obtain an overview of the situation. 
Dessa mlgrupper har i olika grad kvantifierats fr att f en verblick ver situationen.
Several of the Member States audited have set quantified national targets to reduce ESL in line with the European target. 
I flera av de granskade medlemsstaterna har kvantitativa ml p nationell niv faststllts fr att minska antalet elever som slutar skolan i frtid i verensstmmelse med mlet p EU-niv.
See the replies under (a) and (b). (e) The purpose of the mid-term review is not to measure the impact, which depends on the results and the extent to which the quantified targets are met by the end of the programme. 
Se svaren p punkterna a och b. e) Halvtidsutvrderingen r inte avsedd att mta effekten, eftersom denna r beroende av resultaten samt i vilken grad de kvantifierade mlen ntts vid programmets slut.
While the mid-term review is carried out at operational programme level (as stipulated by Regulation (EC) No 1260/1999) for the Member States audited, the mid-term evaluations referred to the specific measures addressing Early School Leaving (ESL), and action has been taken to adjust the focus and strategy where necessary. 
Halvtidsversyn grs inom ramen fr det operativa programmet (som freskrivs i frordning (EG) nr 1260/1999) fr de medlemsstater revisionsrtten granskat, medan halvtidsutvrderingarna avser de srskilda tgrderna fr att lsa problemet med elever som slutar skolan i frtid och dr tgrder har vidtagits fr att vid behov anpassa fokuseringen och strategin.
This is confirmed by 2000 to 2004 trends, as reported in the Commission Communication on modernising education and training COM(2005) 549. 
Det bekrftas av utvecklingen under perioden 2000Đ2004, som tas upp i kommissionens meddelande om modernisering av utbildningssystemen KOM(2005) 549.
There is an appropriate monitoring and control mechanism in place to ensure respect for the principles of sound financial management in accordance with Commission powers and in proportion to the level of European Union support, although there is room for further improvement through better use of information. 
Det finns en lmplig vervaknings-och kontrollmekanism som skall skra att principerna fr en sund ekonomisk frvaltning iakttas i enlighet med kommissionens befogenheter och i frhllande till storleken p EU:s std, ven om den skulle kunna frbttras genom ett bttre informationsutnyttjande.
AUDIT OBSERVATIONS 14. 
GRANSKNINGSIAKTTAGELSER 14.
The use of the mechanisms and tools mentioned by the Court should be extended to fully ensure sound financial management as prescribed in Regulation (EC) No 1260/1999. 
Anvndningen av de mekanismer och redskap som revisionsrtten anger br utvidgas till att helt skerstlla en sund ekonomisk frvaltning som freskrivs i frordning (EG) nr 1260/1999.
Some of the procedures described to apply Article 5 of Regulation (EC) No 438/2001 are also designed to guarantee effective and efficient operation of the relevant systems (e.g. procedures for the evaluation and selection of projects, the monitoring and implementation of projects in relation to targets and compliance with the directives on calls for tender). 
Vissa av de frfaranden som beskrivs i enlighet med artikel 5 i frordning (EG) nr 438/2001 r ocks avsedda att garantera att systemen fungerar effektivt (exempelvis frfaranden fr utvrdering och urval av projekt, uppfljning och genomfrande av projekt i frhllande till mlsttningarna och att direktiven om anbudsfrfaranden iakttas).
Fulfilment of the abovementioned regulatory obligations designed to ensure sound financial management is described in detail in the manuals of procedures prepared by the responsible authorities in the Member States. 
Genomfrandet av de freskrivna skyldigheter som anges ovan och som skall skra en sund ekonomisk frvaltning beskrivs nrmare i de frfarandehandbcker som utarbetats av medlemsstaternas ansvariga myndigheter.
Moreover, the national implementation guidelines provide for the need to address the issue of selection, sound financial management and added value. 
Vidare planeras i de nationella riktlinjerna fr genomfrandet att man tar sig an frgan om urval, sund ekonomisk frvaltning och mervrde.
As regards audits of these procedures ensuring sound financial management, see the reply to point 15. 
Betrffande granskningarna av dessa frfaranden om skerstllande av en sund ekonomisk frvaltning hnvisas till svaret p punkt 15.
The correct application of sound financial management principles, as far as project selection and follow-up procedures are concerned, is part of the CommissionŐs audit strategy, and its implementation should be reinforced. 
Den korrekta tillmpningen av principerna om en sund ekonomisk frvaltning ingr, vad gller urval av projekt och uppfljning, som ett led i kommissionens revisionsstrategi, och dess genomfrande br strkas.
26.4.2006 EN Official Journal of the European Union C 99/23 As regards the other sources of information relating to the implementation of the operational programmes (such as meetings of monitoring committees, implementation reports and bilateral meetings with the Member State concerned, and so on, the Commission takes the view that the measures already implemented enable management information to be adequately processed, although there is still room for improvement in some cases. 
KOMMISSIONENS SVAR 26.4.2006 SV Europeiska unionens officiella tidning C 99/23 Nr det gller andra informationskllor om genomfrandet av operativa program (uppfljningskommittns mten, genomfranderapporter, medlemsstaternas bilaterala mten osv.) anser kommissionen att de tgrder som redan genomfrts mjliggr en lmplig behandling av frvaltningsuppgifterna ven om de, i vissa fall, kan frbttras ytterligare.
The recommendations of the mid-term evaluation report have been assessed, discussed and followed up by the bodies responsible (the Managing Authority and Monitoring Committees in cooperation with the Commission). 
Rekommendationerna i halvtidsutvrderingen har bedmts, diskuterats och fljts upp av de ansvariga organen (fr-valtningsmyndigheten och vervakningskommitter i samarbete med kommissionen).
There is a suitable monitoring and control mechanism in place to ensure that the principles of sound financial management are respected, in accordance with the CommissionŐs powers and in proportion to the level of European Union support, although there is room for further improvement through better use of information. 
Det finns en lmplig vervaknings-och kontrollmekanism som skall skra att principerna fr en sund ekonomisk frvaltning respekteras i enlighet med kommissionens befogenheter och i frhllande till storleken p EU:s std, ven om den kan frbttras genom ett bttre informationsutnyttjande.
As described in the replies to points 14 to 16, sound financial management mechanisms and tools are built in and described in the Structural Funds Regulations; the Commission and the Member States must monitor implementation in accordance with those provisions, and they have a variety of means at their disposal to meet that objective. 
Ssom beskrivs i svaren p punkterna 14 till 16 ingr och beskrivs mekanismer och redskap fr en sund ekonomisk frvaltning i strukturfonds-frordningarna. Enligt dessa bestmmelser skall kommissionen och medlemsstaterna vervaka genomfrandet av projekten, och olika medel stlls till deras frfogande fr att uppn detta ml.
Several of the Member States mentioned have succeeded in evaluating the nature and scope of the problem to varying degrees on the basis of the best information available to them (detailed historical data and statistics, specific studies and research, ex-post evaluation of the preceding programming period and ex-ante appraisal of the current programming period). 
Flera av de medlemsstater som anges ovan har i olika grad kunnat utvrdera problemets art och omfattning utifrn bsta tillgngliga information (tidigare uppgifter och statistikuppgifter, srskilda utredningar och forskningsprojekt, efterhandsutvrdering av fregende programperiod och frhandsutvrdering av nuvarande programperiod).
The Member States also have a variety of follow-up mechanisms based on indicators, particularly where results are concerned. 
Medlemsstaterna frfogar ven ver olika redskap fr uppfljning som baseras p indikatorer, srskilt resultatindikatorer.
Strategies have been or are being developed to combat the various aspects of early school leaving in the various Member States mentioned, although in some cases there is room for improvement as regards their consistency. 
Det har utvecklats eller hller p att utvecklas strategier fr att motverka de olika aspekterna av avhopp i frtid i de nmnda medlemsstaterna, ven om de skulle kunna frbttras vad gller samstmmigheten.
Article 8 of Regulation (EC) No 1260/1999 states that ÔCommunity actions shall complement or contribute to corresponding national operations.Ő Moreover, ESF support is required in so far as it improves the quality of measures and has a lever effect in enabling them to reach more beneficiaries. 
I artikel 8 i frordning (EG) nr 1260/1999 anges att ÓGemen-skapstgrderna skall komplettera eller frmja motsvarande nationella tgrderÓ. Dessutom begrs std frn ESF nr detta frbttrar kvaliteten p tgrderna och har en hvstngseffekt som gr det mjligt fr redskapen att n ett strre antal stdmottagare.
There have been arrangements in place in the United Kingdom since 2005 to ensure a coherent and focused strategy (i.e. Strategic Area Reviews: Stars). 
I Storbritannien har man sedan 2005 vidtagit tgrder fr att skra en samstmmig och fokuserad strategi (dvs. Strategic Area Reviews, Stars).
As to the research reports, there were other means of influencing the targeting of beneficiary groups or the choice of ESL activities (i.e. connections recording systems). 
Betrffande forskningsrapporterna fanns ocks andra stt att pverka faststllandet av de stdmottagande grupperna eller valet av verksamhet fr att motverka att elever slutar skolan i frtid (dvs. Connexions recording systems).
As a general rule, the Member StatesŐ approach has been to define different target groups on the basis of their national education systems and their specific problems. 
Generellt valde medlemsstaterna att faststlla olika mlgrupper i frhllande till sina nationella utbildningssystem och de srskilda problemen i dessa system.
The change in the setting of target groups in the United Kingdom following the mid-term review clarifies the purpose of the priorities. 
Den ndring som genomfrdes vid faststllandet av mlgrupper i Storbritannien efter halvtidsutvrderingen frtydligar syftet med prioriteringarna.
In France, the main statistical indicators of the Evaluation and Long-Term Planning Department (DEP) are published annually. 
I Frankrike offentliggrs varje r de viktigaste statistiska indikatorerna av direktoratet fr utvrdering och prospektiva underskningar (Direction de lŐvaluation et de la prospective, DEP) som ingr i det franska utbildnings-och vetenskapsministeriet.
As this area is decentralised, it is up to headteachers to define the way in which it is organised and the strategies to be followed in combating early school leaving and to present an annual analysis, based on DEP data, of the situation of unqualified school leavers and the policies to be implemented by the central administration. An annual survey of unqualified school leavers aged over 16 is also conducted. 
Med tanke p den decentraliserade organisationsformen skall rek-torerna faststlla organisationen och strategierna i samband med avbruten skolgng och p grundval av uppgifter frn DEP analysera situationen fr de ungdomar som slutar skolan utan avgngsbetyg och den politik som skall fras p central niv. En underskning utfrs ocks varje r av hur mnga elever ver 16 r som gtt ut skolan utan avgngsbetyg.
In Portugal, the national authorities have defined several statistical indicators which were used in the mid-term review, leading to a substantial reinforcement of measures designed to address ESL. 
I Portugal har de nationella myndigheterna faststllt flera statistiska indikatorer som anvndes vid halvtidsversynen, vilka ledde till en vsentlig frstrkning av tgrderna avsedda att motverka att elever slutar skolan i frtid.
However, in two of the six countries audited (Portugal and France), there are also co-funded measures targeting the under-16s. 
I tv av de lnder som granskats (Portugal och Frankrike) riktade sig de samfinansierade verksamheterna ocks till ungdomar under 16 r.
As the European Council has set itself the political target of halving the ESL rate by 2010, relative progress against that target can be measured in each Member State on the basis of the particular situation prevailing there. 
D Europeiska rdet faststllt den politiska mlsttningen att halvera antalet ungdomar som slutar skolan i frtid till 2010, kan framstegen mtas i varje medlemsstat i frhllande till detta ml med hnsyn tagen till de olika situationer som rder i medlemsstaterna.
In 2001 the Dutch authorities set a national target of contributing to the Lisbon objective (halving instances of early school leaving by 2010). 
Under 2001 faststllde de nederlndska myndigheterna som nationellt ml att bidra till Lissabonstrategin (genom att halvera antalet ungdomar som slutar skolan i frtid till 2010).
C 99/24 EN Official Journal of the European Union 26.4.2006 35. 
C 99/24 SV Europeiska unionens officiella tidning 26.4.2006 35.
It is up to each Member State to distribute funds within each programme between different regions or measures. 
Inom samma program omfattas frdelningen av medel mellan en medlemsstats olika regioner eller mellan olika tgrder av medlemsstatens nationella behrighet.
Distribution depends on a range of criteria (some of them political) taking account of local needs. 
Denna frdelning uppfyller ett antal kriterier, bl.a. politiska kriterier, som tar hnsyn till behoven p plats.
A large number of studies, evaluations and research projects on this subject have been conducted and statistical data collected. 
Det har genomfrts en mngfald underskningar, utvrderingar, forskningsprojekt och samlats in andra statistikuppgifter p omrdet.
The Commission welcomes the good practice mentioned by the Court in the cases of Ireland and the United Kingdom, which have established consortia of schools operating under written agreements in order to improve the efficiency of project and programme administration. 
Kommissionen vlkomnar de goda lsningar i Irland och Storbritannien som revisionsrtten tar upp och som bestr i att etablera grupperingar av skolor som fungerar enligt skriftliga verenskommelser om att frbttra projekt-och programfrvaltningens effektivitet.
To avoid overlap with the previous project (the Research and Evaluation strand of the Early School Leavers Initiative) and to take advantage of synergies, the Irish authorities decided that it was more appropriate to continue work on the tracking template (of the previous project) under the Primary Pupil Database Project. 
Fr att undvika verlappningar med det tidigare projektet (forsknings-och utvrderingsdelen i Early School Leavers Initiative) och med hnsyn till synergieffekter ansg de irlndska myndigheterna det lmpligare att fortstta arbetet med den tidigare modellen fr sprning (frn det tidigare projektet) i samband med databasprojektet fr elever i primrstadiet (Primary Pupil Database Project).
In France, the approvals procedure is based on standard aid application forms used by schools. 
I Frankrike grundar sig skolurvalsprocessen p de anskningsmallar om std som anvnds av skolorna.
Where applicable, the authority responsible in each Member State should disseminate good practice identified in the projects audited by the Court (in the case of the UK, these include the Surrey Care Trust and Youth Inc.) for the benefit of other selection procedures. 
Nr det r relevant br medlemsstatens myndighet ge spridning t goda lsningar som revisionsrtten ptrffar i samband med sin granskning (fr Storbritannien bl.a. Surrey Care Trust och Youth, Inc.) som kan anvndas vid andra urvalsfrfaranden.
Using detailed selection criteria facilitates identification of the groups most at risk. 
Anvndningen av detaljerade urvalskriterier gr det lttare att identifiera hgriskutsatta elever.
In several of the cases mentioned, objective criteria are now used to select beneficiaries. 
I flera av de fall som anges anvnds nu objektiva kriterier fr urvalet av stdmottagare.
In Ireland, for instance, guidelines on the targeting of pupils (ESL risk assessment) have now been made available to all projects and have been covered in the course of the in-service training provided for local coordinators. 
I Irland har exempelvis riktlinjer utarbetats fr projekt riktade till mlgrupper av elever (bedmning av riskerna fr att ungdomar slutar skolan i frtid) som gjorts tillgngliga fr alla projekt. Riktlinjerna har anvnts vid fortbildning av lokala samordnare.
All projects use a form of student profiling. 
Alla projekt anvnder en form av profilanalys av eleverna.
In France, each education region comes up with solutions on the basis of the needs expressed in discussions about the situation and the strategic objectives which it has set within the framework of its education plans. Consequently, the criteria applied may vary from one regional education authority to another. 
I Frankrike organiserar varje indelningsomrde fr utbildning sin verksamhet med hnsyn till de behov som uttryckts genom samtal om situationen och i frhllande till de strategiska ml som faststllts inom ramen fr utbildningsprojektet, och drfr kan olika kriterier frekomma mellan indelningsomrdena.