natgillin/translations-raw huggingface dataset:
However, the juxtaposition of numerous objectives and concepts set out in very general terms like quality teaching or European citizenship, in combination with an over-complex structure characterised by a heterogeneous body of 38 different actions, sub-actions and measures, has resulted in interpretations which are at variance with one another and this, in turn, has made (1) COM(2001) 75 final, 12 February 2001. 
Men sammanfrandet av ett antal ml och koncept med en alltfr allmn utformning, som undervisningskvalitet eller det europeiska medborgarskapet, i kombination med en alltfr komplex uppbyggnad som knnetecknas av en heterogen samling av 38 tgrder, undertgrder och olika verksamheter som tolkats p olika stt av deltagarna, har frsvrat samarbetet mellan (1) KOM(2001) 75 slutlig, 12.2.2001.
C 136/6 EN Official Journal of the European Communities 7.6.2002 cooperation between the Member States more complicated. 
C 136/6 SV Europeiska gemenskapernas officiella tidning 7.6.2002 medlemsstaterna.
With regard to the quality of teaching, it was only when an initial report wasbeingdrawnupforpresentationbytheCommissionatthe close of the Socrates programme that the criteria and indicators which allow evaluation of the level reached in the various fields relating to school education were produced (1). 
Betrffande undervisningskvalitet var det inte frrn kommissionens frsta rapport lades fram i samband med att Sokratesprogrammet avslutades som det upprttades kriterier och indikatorer fr att utvrdera uppndd niv i olika undervis-ningsmnen (1).
The overall design of the programme also suffers from an approach which combines a presentation based on actions defined according to categories of beneficiary, i.e. higher education and school education (Chapters I and II), with other actions of a hori-zontalnature(ChapterIII).Subdividingthelatterintoascoreof different measures robs the programme of clarity. 
Utformningen av programmen som helhet belastas dessutom av en presentation som innebr att tgrder som definieras utifrn mottagarkategori, dvs. hgre utbildning och skolutbildning (kapitel I och II) blandas med andra tgrder som anges som vergripande (kapitel III).
This lack of homogeneity in the design largely explains the poor complementarity of the actions with one another and the frequentlyover-theoreticalnatureofthelinksintendedbetween the actions under Chapters I and II and those under Chapter III. 
Denna brist p enhetlig utformning frklarar till stor del att tgrderna s dligt kompletterar varandra och att de vergngar som skapats fr att frbinda tgrderna i kapitel I och II med tgrderna i kapitel III alltfr ofta har ftt en teoretisk karaktr.
In addition, it should be emphasised that although the base Decision (Article 6) calls on the Commission, in partnership with the Member States, to ensure overall consistency between this programme and the other Community programmes and, in particular, to encourage coordination of activities with the research framework programme, no procedure was drawn up to organise suchcoordination.Forthisreason,coordinationremained restricted to individual activities. 
Dessutom skall det noteras att ven om det enligt det grundlggande beslutet (artikel 6) ligger kommissionen att, tillsammans med medlemsstaterna, skerstlla verensstmmelsen med andra gemenskapsprogram, och srskilt uppmuntra till samordning med verksamheterna enligt ramprogrammet fr forskning, har inget frfarande utformats fr att organisera en sdan samordning.
Objectives of the Socrates programme 1. 
Sokratesprogrammets ml 1.
To promote a quantitive and qualitative improvement of the knowledge of the languages of the European Union and to promote the intercultural dimension of education. 
Frmja en kvantitativ och kvalitativ frbttring av kunskaperna i Europeiska unionens sprk liksom en mellankulturell dimension i utbildningen.
To promote, in the Member States, wide-ranging and intensive cooperation between institutions at all levels of education. 
Frmja ett vittomspnnande och intensivt samarbete mellan undervisningsinstitutionerna i medlemsstaterna p alla niver.
To encourage mobility for students. 
Uppmuntra studenternas rrlighet.
To encourage contacts among pupils in the European Union. 
Uppmuntra kontakter mellan elever i Europeiska unionen.
To encourage the academic recognition of diplomas, periods of study and other qualifications in an open European area for cooperation in education. 
Frmja ett akademiskt erknnande av examensbevis, studieperioder och andra behrigheter i ett ppet europeiskt omrde fr samarbete inom utbildning.
(1) The European Report on the quality of school education was submitted by the Commission to the EU Education Council in June 2000. 
(1) Kommissionen lade fram den europeiska rapporten om kvaliteten i skolvsendet fr rdet (undervisning) i juni 2000.
Considered to be an instrument to facilitate the evaluation of school systems, it follows on from the conclusions of the Lisbon European Council of 23 and 24 March 2000 which had emphasised the necessity of quantitative and qualitative indicators for comparison of best practices. 
Rapporten skall ses som ett verktyg fr att underltta utvrderingen av skolsystem och ingr i slutsatserna frn Europeiska rdets mte i Lissabon den 23 och 24 mars 2000 som betonade ndvndigheten av kvantitativa och kvalitativa indikatorer fr jmfrelse av bsta mjliga praxis.
7.6.2002 EN Official Journal of the European Communities C 136/7 Socrates programme actions Chapter I Ń Higher education (Erasmus) I.1 The promotion of the European dimension in universities Institutional contracts (organisation of student mobility, mobility of teaching staff, promotion of the ECTS system, joint development of study programmes, intensive language courses, European modules, short-term intensive education programmes, preparatory visits) Networks on subjects of mutual interest I.2 Student mobility grants (*) Chapter II Ń School education (Comenius) II.1 Partnerships between schools for European educational projects including exchanges/periods of work experience for teaching staff, study visits and preparatory visits (*) II.2 Education of the children of migrant workers, as well as children of occupational travellers, travellers and gypsies; intercultural education II.3 Updating and improving the skills of educational staff II.3.1 Further training projects II.3.2 Grants to participants (*) Chapter III Ń Horizontal measures III.1 Promotion of language skills in the Community (Lingua) III.1. 
7.6.2002 SV Europeiska gemenskapernas officiella tidning C 136/7 tgrder inom Sokratesprogrammet Kapitel I Đ Hgre utbildning (Erasmus) I.1 Frmjande av en europeisk dimension vid universiteten Institutionella avtal (organiserande av rrlighet fr studenter, rrlighet fr undervisningspersonal, frmjande av det europeiska systemet fr verfring av studiemeriter (ECTS), gemensam utveckling av kursplaner, intensivkurser i sprk, europeiska moduler, intensivkurser med kort varaktighet, studiebesk fr att frbereda samarbete) Ntverk fr frgor av gemensamt intresse I.2 Rrlighetsstipendier fr studenter (*) Kapitel II Đ Skolutbildning (Comenius) II.1 Samarbete mellan skolor fr projekt med ett europeiskt utbildningsperspektiv, inklusive utbyte/kurser fr undervisningspersonal, studiebesk och besk fr frberedelser (*) II.2 Utbildning av barn till migrerande arbetstagare, liksom av barn till personer som har kringresande yrken, till handelsresande och till romer, samt mellankulturell utbildning II.3 Vidareutbildning fr lrare och frbttring av deras yrkesskicklighet II.3.1 Projekt fr vidareutbildning II.3.2 Stipendier fr deltagare (*) Kapitel III Đ vergripande tgrder III.1 Frmjande av sprkkunskaper inom gemenskapen (Lingua) III.1.
E European cooperation programmes Further training in the field of the teaching of foreign languages (*) Assistantships for future language teachers (*) Development of tools for the teaching of languages and the evaluation of linguistic skills Joint educational projects for the learning of languages (*) III.2 Promotion of open and distance learning European partnerships and partnership projects Observation projects III.3 Adult education III.3.5a Promotion of awareness and knowledge of Europe and European countries III.3.5b Improvement of adult education through European cooperation III.4 Exchange of information and experience on educational policies and systems III.4.1 Analysis of questions of common educational policy interest III.4.2 European information network in the field of education (Eurydice) III.4.3 Study visits for decision-makers in the educational field (Arion) (*) III.4.4 National Academic Recognition Information Centres (Naric) III.5 Complementary measures III.3.5b Complementary measures (*) Decentralised activity. 
E Europeiska samarbetsprogram Vidareutbildning inom undervisning i frmmande sprk (*) Perioder som assistent fr blivande sprklrare (*) Utveckling av verktyg fr sprkundervisning och bedmning av sprkkunskaper Gemensamma utbildningsprojekt fr inlrning av sprk (*) III.2 Frmjande av ppen undervisning och distansundervisning Europeiskt samarbete och samarbetsprojekt Observationsprojekt III.3 Vuxenutbildning III.3.5a Frmjande av kad medvetenhet och kunskap om Europeiska unionen och lnderna i Europa III.3.5b Frbttring av vuxenutbildningen genom europeiskt samarbete III.4 Utbyte av information och erfarenheter av undervisningspolitik och undervisningssystem III.4.1 Analys av frgor av gemensamt intresse om undervisningspolitiken III.4.2 Europeiskt informationssystem p utbildningsomrdet (Eurydice) III.4.3 Studiebesk fr beslutsfattare inom utbildningsomrdet (Arion) (*) III.4.4 Ntverk av nationella informationscentraler rrande erknnande av akademiska betyg och studieperioder (Naric) III.5 Kompletterande tgrder III.3.5b Kompletterande tgrder (*) Decentraliserad tgrd.
C 136/8 EN Official Journal of the European Communities 7.6.2002 Youth for Europe 15. 
C 136/8 SV Europeiska gemenskapernas officiella tidning 7.6.2002 Ungdom fr Europa 15.
The Decision establishing the Youth for Europe programme lays down that Ôthe Commission and the Member States shall take the necessary measures to preserve and develop the structures set up at national level for achieving the objectives of the programme, for evaluating and monitoring the actions set out in the programme and for applying consultation and selection mechanismsŐ (Article 5). 
I beslutet dr programmet Ungdom fr Europa antogs anges att Ókommissionen och medlemsstaterna skall vidta de tgrder som r ndvndiga fr att bevara och utveckla de organ som inrttats p nationell niv fr att uppn programmets ml, fr att utvrdera och flja upp de tgrder som faststlls i programmet och fr att tillmpa samrds-och urvalsmekanismerÓ (artikel 5).
The form this cooperation was to take and the respective obligations of the Commission and the Member States were not laid down, however. 
Hur detta samarbete skall genomfras liksom vilka skyldigheter som vilar kommissionen respektive medlemsstaterna har inte faststllts.
The Youth for Europe programme, which has now been reworked for the third time, has the advantage of linking actions which were not linked in preceding versions. 
Den nuvarande tredje upplagan av programmet Ungdom fr Europa har frdelen att den knyter samman tgrder som i de tidigare versionerna inte hngde ihop.
However, it still contains voluntary service activities which are covered, in parallel, by the launching of a pilot action and the special European Voluntary Service programme. 
Programmet innehller dock fortfarande tgrder fr volontrverksamhet som ocks samtidigt omfattas av lanseringen av en pilottgrd och av det srskilda programmet Europeiska volontrtjnsten.
This situation, which presented a risk of overlap, has been rectified with the new programme. 
Denna situation, med risk fr verlappning, har korrigerats i det nya programmet.
One of the main objectives of the programme was to facilitate access to it for disadvantaged young people. 
Ett av programmets huvudml har varit att underltta missgynnade ungdomars tilltrde till programmet.
An inadequate definition of this target population and the absence of statistical data did not permit verification of whether this objective had been met. 
En otillrcklig definition av denna mlgrupp liksom avsaknad av statistiska uppgifter har medfrt att det inte varit mjligt att skerstlla huruvida detta ml uppntts.
Despite the intention shown by the legislator (Article 8 of the Decision), the arrangements for cooperation between the Commission and the Member States and the relevant international organisations, and the Council of Europe in particular, were not defined until November 1998, when a cooperation agreement was concluded with the latter. 
Trots lagstiftarens nskan (artikel 8 i beslutet) faststlldes inte formerna fr samarbetet mellan kommissionen och medlemsstaterna och behriga internationella organisationer, srskilt Europardet, frrn i november 1998 nr ett samarbetsavtal undertecknades med Europardet.
Objectives of the Youth for Europe programme The main objective of the programme is to contribute to the education process of young people by developing exchange activities within the Community. 
Ml fr programmet Ungdom fr Europa Programmets viktigaste ml r att bidra till utvecklingen av utbildning av god kvalitet genom utveckling av utbytesverksamhet inom gemenskapen.
Specialattentionshallbepaidtoensuringthatdisadvantagedyoungpeoplehaveaccesstoactivitiesrunundertheprogramme.TheCommissionand the Member States shall ensure that at least one third of the appropriations made available for intra-Community activities directly involving young people are used for the benefit of disadvantaged young people. ÔYouth for EuropeŐ actions ActionA: Intra-Communityactivitiesdirectlyinvolvingyoungpeople Action AI.: ActionAII.: Action B: Action BI.: Action BII.: Action C: Action D: ActionE: ActionEI.: Action EII.: Youth exchanges and mobility (*) Spiritofinitiative,creativityandsolidarityamongyoungpeople Action A. II.1: Youth initiatives Action A. II.2: Periods of voluntary service Youth workers Support for Action A (*) Support for European cooperation on training youth workers Cooperation between Member StatesŐ structures Exchanges with non-member countries (**) Informationforyoungpeopleandyouthresearch Informationforyoungpeople Youth research Supportingmeasures Technical assistance, monitoring and evaluation activities, etc. (*) Decentralised action. (**) Decentralised action as from 1998. 
Kommissionen och medlemsstaterna skall skerstlla att tminstone en tredjedel av de anslagsbelopp som r disponibla fr verksamheter inom gemenskapen som direkt involverar ungdomar gr till missgynnade ungdomar. tgrd A: tgrd A.1: tgrd A.II: tgrd B: tgrd B.I: tgrd B.II: tgrd C: tgrd D: tgrd E: tgrd E.I: tgrd E.II: tgrder inom programmet Ungdom fr Europa Verksamheter inom gemenskapen som direkt involverar ungdomar Ungdomsutbyte och ungdomars rrlighet (*) Ungdomars initiativkraft, kreativitet och solidaritet tgrd A.II.1: Ungdomars initiativ tgrd A.II.2: Deltagande i frivilligt arbete Ungdomsledare Std till tgrd A (*) Std till europeiskt samarbete om utbildning av ungdomsledare Samarbete mellan medlemsstaternas organisationer Utbyte med tredje land (**) Information till ungdomar samt forskning p ungdomsomrdet Information till ungdomar Forskning p ungdomsomrdet Kompletterande tgrder: Teknisk struktur, uppfljning och utvrdering, etc. (*) Decentraliserad tgrd. (**) Decentraliserad tgrd sedan 1998.
7.6.2002 EN Official Journal of the European Communities C 136/9 DELAYS AND AMENDMENTS TO IMPLEMENTATION 19. 
7.6.2002 SV Europeiska gemenskapernas officiella tidning C 136/9 F RSENINGAR OCH F RNDRINGAR AV GENOMF RANDET 19.
DelaysintheadoptionoftheDecisionsestablishingthetwo Community programmes (March 1995), in the creation of the Socrates Committee (operational in April 1995), in the drawing up and submission of the first version of the Vademecum and Guidelines for Applicants (September 1995), the absence of the different language versions of the specimen contract between an NA and school establishments (November 1995), etc. resulted in postponement of the launch of the two programmes. For the Socrates programme, the deadlines for the introduction of projects had to be put back or extended. 
Genomfrandet av de tv programmen har frdrjts av frseningarna i antagandet av besluten som faststllde de tv gemenskapsprogrammen (mars 1995), i bildandet av Sokrateskommittn (klar att brja arbeta i april 1995), i utarbetandet och framlggandet av den frsta versionen av ett Vademecum och av anskningshandledningen (september 1995), det faktum att det saknades en sprkversion av standardkontraktet mellan det nationella kontoret och skolorna (november 1995) etc. Fr Sokratesprogrammet har det slunda varit ndvndigt att skjuta upp eller frlnga tidsfristerna fr nr projekten senast skulle inledas.
For Youth for Europe, the delays in publicising it led to a manifest lack of projects in the initial phase of implementation. 
Fr Ungdom fr Europa medfrde den sena marknadsfringen av programmet en pfallande brist p projekt i den inledande fasen av programmets genomfrande.
The majority of the actions did not get underway, therefore, until 1996/1997, but others could not start until even later. 
Flertalet tgrder inleddes slunda inte frrn 1996/1997 och andra kunde inte starta frrn nnu senare.
For example, in the case of Erasmus, which finances the European dimension activities undertaken by the universities, the institutional contracts were not finalised until the 1997/1998 academic year, i.e. almost three years after the launch of the programme. 
Fr Erasmust-grden, som finansierar verksamheter med europeisk dimension vid universitet och hgskolor, ingicks inte hgskoleavtalen frrn frn skolret 1997/1998, eller nstan tre r efter det att programmet lanserats.
21. In 1999, the management of three actions under the YfE programme (Action A. II.1: Youth Initiatives; Action C: Cooperation between Member States in the youth field; Action E.1: Information for young people), which, until then, had been carried out by the Commission on a centralised basis, was decentralised. 
21. r 1999 decentraliserades frvaltningen av tre tgrder i programmet Ungdom fr Europa (tgrd A.II.1: Ungdomars initiativ, tgrd C: Samarbete mellan medlemsstaternas organisationer fr ungdomar och tgrd E.1: Information till ungdomar), som frut hade hanterats p central niv av kommissionen.
This considerable change in the implementation of the programme complicated the already difficult operation of the NAs by substantially increasing their workload without, as a corollary, increasing the funds at their disposal. 
Denna betydande frndring av programmens genomfrande frsvrade de nationella kontorens arbete, som redan var komplicerat, genom betydligt kad arbetsbelastning utan motsvarande anpassning av tillgngliga resurser.
SHORTCOMINGS IN THE MANAGEMENT SYSTEM Generalframeworkofthemanagementsystem 22. 
BRISTER I F RVALTNINGSSYSTEMET Frvaltningssystemets allmnna ram 22.
For both programmes there is a fundamental difference between actions managed directly by the Commission and those managed through national structures. 
I bda programmen grs en grundlggande skillnad mellan sdana tgrder som frvaltas direkt av kommissionen och sdana vars frvaltning skts av nationella organisationer.
In the case of the former, called centralised actions, the management system is based on the Commission, which relies on a TAO with a staff of 70 for most of them. 
Fr de frst-nmnda, s kallade centraliserade tgrder, skall frvaltningen sktas av kommissionen som, i de flesta fall, vnder sig till en byr fr tekniskt std vars personal uppgr till 70 personer.
The centralised actions account for 29 % of the commitment appropriations for the 1995 to 1999 period (i.e. 287,4 million euro) for Socrates, and 28 % (i.e. 37,8 million euro) for YfE. 
Inom Sokratesprogrammet utgr de centraliserade tgrderna 29 % (287,4miljoner euro), och inom Ungdom fr Europa 28% (37,8 miljoner euro) av tagandebemyndigandena fr perioden 1995Đ1999.
For the latter, called decentralised actions, the Commission manages operations in collaboration with the NAs, which are appointed bytheMemberStatesandtheothercountriestakingpartinthe programme. 
Fr de sistnmnda, s kallade decentraliserade tgrder, sker frvaltningen genom samarbete mellan kommissionen och nationella kontor som utses av medlemsstaterna och vriga lnder som deltar i programmet.
These decentralised actions account for 704,6 million euro (71 %) in the case of Socrates and 96,5 million euro (72 %) for Youth for Europe. 
Inom Sokrates uppgr de decentraliserade tgrderna till 704,6 miljoner euro (71 %) och inom Ungdom fr Europa till 96,5 miljoner euro (72 %).
In spite of the delegation of large areas of responsibility to the TAO in respect of the management of the centralised actions (see paragraphs 25 to 36), the final decision to allocate financing lies with the Commission. 
Trots att frvaltningen av centraliserade tgrder i hg grad delegerats till byrn fr tekniskt std (se punkterna 25Đ36), r det kommissionen som fattar det slutliga beslutet att bevilja finansiering.
In contrast, it is the NAs which grant financing for the so-called decentralised actions. 
Fr s kallade decentraliserade tgrder r det dremot de nationella kontoren som beviljar finansiering.
Two flowcharts illustrate these procedures: the first concerns decentralised and the second centralised actions. 
Tv fldesscheman skdliggr dessa frfaranden; det frsta gller decentraliserade tgrder och det andra centraliserade tgrder.
For each programme, the Commission receives assistance from a Committee made up of representatives of each Member State and chaired by the Commission. 
Kommissionen bists dessutom fr vart och ett av programmen av en kommitt sammansatt av representanter fr varje medlemsstat med kommissionen som ordfrande.
While the Socrates Committee issues an opinion on drafts of the measures required to implement the programme (annual work programme, selection of centralised projects, forms of financial support) and is assisted by two subcommittees which concern themselves more specifi-callywithquestionsrelatingtohighereducationandschooledu- cation, it turned out that the Youth for Europe Committee, for its part, has more restricted competence in so far as it is not called upon to give an opinion on the selection of centralised projects. 
Medan Sokrates-kommittn yttrar sig om projekten nr det gller tgrder som r ndvndiga fr programmets genomfrande (rligt arbetsprogram, urval av centraliserade projekt, finansieringsstdets utformning) och bists av tv underkommitter som srskilt gnar sig t frgor om hgre utbildning och skolundervisning har det framkommit att kommittn fr Ungdom fr Europa fr sin del har mer begrnsade befogenheter eftersom den inte skall yttra sig om urvalet av centraliserade projekt.