natgillin/translations-raw huggingface dataset:
In Metz Academy, the MGI action called Ôsupport courses for professional integrationŐ was a flexible action where the choice of subjects within courses was not predetermined but was based on the needs of the targeted pupils. 
I Metz skolregion var tgrden fr social integration (MGI), ven kallad Óstdkurser fr integrering i arbetslivetÓ, en flexibel tgrd dr valet av mnen inom kurserna inte var frutbestmt utan grundades p behoven hos de elever som man vnde sig till.
IRELAND Objective 1, 2000 to 2003 Ireland, Measure 05, Employment and Human Resources, School Completion Programme What was the nature of the programme? 
IRLAND Ml 1, 2000Đ2003 Irland, tgrd 5, sysselsttning och mnskliga resurser, programmet fr avslutad skolgng (School Completion Programme) Vad var det fr slags program?
The programme was centrally run by the Department of Education and Science. 
Programmet drevs centralt av utbildnings-och vetenskapsministeriet.
In the first phase a national database of pupils and schools provided the basis for a detailed analysis of primary and post-primary pupils (aged between 7 and 18) leaving school prematurely. 
I ett frsta skede utgjorde en nationell databas fr elever och skolor en grund fr en detaljerad analys av elever mellan 7 och 18 r som hade slutat skolan i frtid.
Schools were then prioritised by applying a weighted educational disadvantage formula. 
Skolorna sattes sedan i en prioritetsordning genom att man tillmpade en formel fr viktat utbildningsmssigt underlge.
By invitation, the schools submitted action plans detailing costed proposed activities aimed at preventing ESL. 
P begran verlmnade skolorna handlingsplaner med detaljerade kostnadsfrslag betrffande verksamheter som syftade till att frebygga avbruten skolgng.
In the second phase of the programme, submissions and funding proposals were received from consortia of schools and organisations involved locally in youth and community development and were considered for forwarding as funding proposals under the School Completion Programme. 
I programmets andra skede verlmnade skolgrupperingar och organisationer som var inblandade i den lokala samhllsutvecklingen och ungdomsfrgor presentationer och kostnadsfrslag, som sedan beaktades och vidarebefordrades som finansieringsfrslag inom ramen fr programmet fr avslutad skolgng.
Following assessment and approval, annual funding was allocated on the basis of costed joint Action Plans. 
Efter det att frslagen hade bedmts och godknts tilldelades de en rlig finansiering p grundval av handlingsplanerna och de bifogade kostnadsfrslagen.
The project leader school managed the overall project and coordinated the needs and activities of other schools and primary feeder schools in its locality. What activities were co-financed? 
Den skola som var projektledare frvaltade det vergripande projektet och samordnade behov och verksamheter vid andra skolor och vid primrskolor dr elever p ett visst hgstadium hade gtt (Óprimary feeder schoolsÓ) i sin kommun.
School directors stated that this had had a positive effect, not just on the behaviour of pupils, but also on the attitudes of parents. 
Rektorerna uppgav att detta hade haft en positiv effekt inte bara p elevernas beteende utan ocks p frldrarnas instllning.
Funding was also used to create smaller special needs groups within schools, establish breakfast clubs and provide extra-curricular activities aimed at motivating pupils and reducing absenteeism. 
Finansieringen anvndes ocks till att bilda mindre grupper fr elever med srskilda behov inom skolorna, starta fru-kostklubbar och erbjuda aktiviteter utanfr skolan som syftade till att motivera eleverna och minska frnvaron.
C 99/17 (1) Eurostat Labour Market Survey, 2004. 
C 99/17 (1) Eurostat, arbetsmarknadsunderskning, 2004.
C 99/18 EN Official Journal of the European Union 26.4.2006 What particular aspects influenced the effectiveness of the programme? 
C 99/18 SV Europeiska unionens officiella tidning 26.4.2006 Vilka srskilda aspekter pverkade programmets ndamlsenlighet?
For many of the projects visited this integrated approach was particularly effective in enlisting important support, both financial and technical, from local community agencies, and Local Partnerships in particular. 
Fr mnga av de projekt som besktes var denna integrerade metod srskilt ndamlsenlig nr det gllde att f viktigt std, bde ekonomiskt och tekniskt, frn lokala kommunkontor och i synnerhet frn lokala partnerskap (Local Partnerships).
For example, in one case (1) the Local Partnership provided expertise in the drafting of a comprehensive and professional Action Plan. 
I ett fall (1), till exempel, bistod det lokala partnerskapet med sakkunskaper vid utarbetandet av en omfattande och professionell handlingsplan.
The projects visited also highlighted the success of the programme in terms of Ôprocess benefitsŐ. 
De projekt som besktes lyfte ocks fram programmets framgng i form av ÓprocessvinsterÓ.
One project spokesman stated that ÔBeing geared towards implementing a plan makes a big difference even if you do not get all the money (you want)Ő. 
En talesman fr ett projekt uppgav att det faktum att man blev inriktad p att genomfra en plan innebar en stor skillnad ven om man inte fick alla pengar (som man ville ha).
Some projects also identified a shift in attitudes among teaching staff and parents as to how schools relate to the problem of falling school numbers and high drop-out rates: Ôthe home circumstance may not have changed significantly but the school circumstances didŐ. Most of all, the audit highlighted the project implementersŐ high level of interest, commitment and dedication to the programme. 
Inom vissa projekt mrkte man ocks en attitydfrndring bland lrare och frldrar nr det gllde hur skolorna frhll sig till problemet med minskat antal skolor och hga tal i frga om avbruten skolgng: ÓHemfrhllandena har kanske inte frndrats nmnvrt men skolfrhllandena har det.Ó Vid granskningen lyftes framfr allt projektledarnas starka intresse, engagemang och entusiasm fr programmet fram.
This was one of the most important factors for the success of the programme. 
Det var en av de viktigaste faktorerna fr programmets framgng.
NETHERLANDS Measure 3.3 E ÔCombating premature school leavingŐ What was the nature of the programme? 
NEDERLNDERNA tgrd 3.3 E ÓMotverka att elever lmnar skolan i frtidÓ Vad var det fr slags program?
The Ministry for Education, Culture and Science, which was designated as sole beneficiary under the measure, offered funding to schools and organisations providing vocational training in support of projects aimed at combating ESL. 
Ministeriet fr utbildning, kultur och vetenskaplig forskning, som utsgs till ensam stdmottagare fr tgrden, erbjd finansiering till skolor och organisationer som tillhandahll yrkesutbildning som std till projekt som syftade till att motverka att elever lmnar skolan i frtid.
Since schools in the Netherlands are autonomous, they are at liberty to engage or not engage in such projects. 
Eftersom skolorna i Nederlnderna r fristende kan de vlja om de skall delta eller inte i projekt av detta slag.
Participation by schools and organisations in such projects up to 2004 was slow, but applications for ESF co-funding under the measure are now expected by the authorities to absorb the available funds in the period 2000 to 2006. 
Skolors och organisationers deltagande i projekten fram till 2004 gick trgt, men myndigheterna tror nu att anskningarna om ESF-samfinansiering av tgrden kommer att sluka alla disponibla medel fr perioden 2000Đ2006. Vilka verksamheter samfinansierades?
Schools were invited to devise projects around one or more themes stipulated by national legislation. 
Skolorna uppmanades att tnka ut projekt runt ett eller flera teman som faststllts av den nationella lagstiftningen.
These included: development and coordination of individual career guidance, student counselling and care teams; development of procedures and instruments for intake and assessment of students; development of networking in schools; transition arrangements between preparatory and secondary vocational education; coordination with community action plans for combating ESL; certification of training for new segments of the local labour market, in cooperation with local and regional trade and industry; school support for parents of children at risk. 
I dessa ingick utveckling och samordning av individuell yrkesvgledning, studentrdgivning och omsorgsteam, utarbetande av frfaranden och instrument fr intagning och bedmning av studenter, utveckling av ntverk i skolorna, vergngsregler mellan grundlggande yrkesutbildning och fortbildning, samordning med kommunens handlingsplaner fr att motverka avbruten skolgng, godknnande av yrkesutbildning fr nya segment p den lokala arbetsmarknaden i samarbete med den lokala och regionala handeln och industrin, samt std frn skolan till frldrar till barn i riskgrupper.
The criteria for targeting students were also defined by national legislation as: students under 23 years of age, enrolled in schools for vocational education, not having obtained a Ôstart qualificationŐ (level 2 vocational education), and, in the schoolsŐ opinion, at risk of ESL. What particular aspects influenced the effectiveness of the programme? 
Kriterier fr studenter i mlgruppen faststlldes ocks i den nationella lagstiftningen som studenter under 23 r som r inskrivna p en yrkesskola och som inte har ftt en ÓstartbehrighetÓ (niv 2 i yrkesutbildningen) och som enligt skolorna riskerar att lmna skolan i frtid. Vilka srskilda aspekter pverkade programmets ndamlsenlighet?
Within the themes set by national legislation, schools were free to design their own ESF projects. 
Inom de teman som faststlldes av den nationella lagstiftningen kunde skolorna fritt utforma sina egna ESF-projekt.
The Ministry did not impose any further rules, nor give guidance to specific projects. 
Ministeriet hade inga ytterligare regler och frskte inte heller pverka projektens inriktning.
It did however promote best practice through the publication of ESL related studies, the setting up of discussion platforms for schools, and the dissemination of information via a website. 
Det framhll dock de bsta arbetsmetoderna genom att publicera underskningar om avbruten skolgng, inrtta diskussionsforum fr skolor och sprida information via en webbplats.
Due to the independent status of schools and the diversity of student populations, approaches to combating ESL in the 10 schools visited were quite different. 
P grund av skolornas fristende stllning och studentpopulationernas mngfald var metoderna fr att motverka avbruten skolgng i de tio skolor som besktes ganska olika.
Some schools focused on cooperation with community services and local businesses, others tackled problems on their own. 
Ngra skolor inriktade sig p samarbete med kommunkontor och lokala fretag medan andra tog itu med problemen p egen hand.
The extent to which schools were involved in information exchange (an important resource in designing ESF projects) also differed considerably between schools. 
Hur mycket skolorna deltog i informationsutbyte (en viktig resurs nr ESF-projekt utformas) varierade ocks betydligt mellan skolorna.
An important issue in measuring the results of ESF projects is the reliability of statistics. 
En viktig frga nr man mter resultaten av ESF-projekt r hur tillfrlitlig statistiken r.
In order to improve the reliability of statistics on ESL, the Ministry introduced a law in 1999 on the registration of ESL, which resulted in the provision of reliable and complete statistics on which the Ministry could base its decision-making process. 
Fr att frbttra statistikens tillfrlitlighet nr det gller avbruten skolgng infrde ministeriet en lag 1999 om registrering av elever som lmnar skolan i frtid vilket ledde till att tillfrlitlig och fullstndig statistik kunde tillhandahllas som ministeriet kunde utg ifrn nr det fattade beslut.
PORTUGAL Action 1.2 of PRODEP III ÔProvision of alternative courses at basic education levelŐ What was the nature of the programme? 
PORTUGAL tgrd 1.2 av PRODEP III ÓAlternativa kurser inom grundutbildningenÓ Vad var det fr slags program?
The principal approach adopted by Portugal in combating ESL was to provide diversified secondary courses and vocational training courses in schools. 
Den huvudsakliga metod som Portugal anvnde fr att motverka att elever lmnar skolan i frtid var att erbjuda varierande pbyggnadskurser och yrkesinriktade kurser i skolorna.
The courses were defined under national regulations and were to cater specifically for students of 15 or over who had not yet attained lower secondary level education. 
Kurserna faststlldes enligt nationella bestmmelser och skulle srskilt rikta sig till elever ver 15 r som nnu inte hade gtt ut hgstadiet.
In Portugal, the number of 18 to 24-year-olds with no higher than lower secondary education was estimated to be approximately 45,5 % (2004 (2)). 
I Portugal uppskattades antalet 18Đ24-ringar med hgst grundskoleutbildning till ungefr 45,5 % (2004 (2)).
(2) Eurostat Labour Market Survey, 2004. 
(2) Eurostat, arbetsmarknadsunderskning, 2004.
26.4.2006 EN Official Journal of the European Union C 99/19 What activities were co-financed? 
26.4.2006 SV Europeiska unionens officiella tidning C 99/19 Vilka verksamheter samfinansierades?
In the sample of eight school projects audited, courses were implemented to respond to the needs of the schoolŐs own pupils and other young people in the locality, by allowing them to complete the ninth grade (lower secondary education) and to obtain a vocational qualification. 
I urvalet av tta granskade skolprojekt genomfrdes kurser som motsvarade behoven hos skolans egna elever och andra ungdomar i trakten genom att det blev mjligt fr dem att avsluta den nionde rs-kursen (grundskoleutbildning) och f en yrkesexamen.
The pupils attending the courses were between the ages of 15 and 18, who although older than the minimum optional school-leaving age of 15 years, had not yet obtained the ninth grade diploma. 
De elever som gick p kurserna var mellan 15 och 18 r och hade nnu inte ftt avgngsbetyg frn nionde rskursen, trots att de var ldre n minimildern (15 r) d man kan vlja att sluta skolan.
The courses addressed their needs by focusing more on the attainment of specific vocational skills than on academic subjects. 
Kurserna tillgodosg deras behov genom att de var mer inriktade p srskilda yrkesfrdigheter n p akademiska mnen.
They also included work experience in enterprises, so as to motivate students to apply themselves practically. 
I kurserna ingick ocks arbetspraktik p fretag fr att eleverna skulle bli motiverade att anstrnga sig praktiskt.
This aspect was important as these students were normally more prone to quitting school and taking up employment, due to demotivation or because they were older than their class-mates. 
Denna aspekt var viktig, eftersom dessa elever vanligtvis var mer bengna att lmna skolan och ta anstllning p grund av att de saknade motivation eller fr att de var ldre n sina klasskamrater.
In the case of some schools in inner-city areas of Lisbon, the courses provided new funded activity to support schools where pupil-numbers were in decline as a result of demographic changes. 
Nr det gller vissa skolor i Lissabons innerstads-omrden utgjorde kurserna en ny finansierad verksamhet fr att stdja skolor dr elevantalet hade sjunkit p grund av demografiska frndringar.
For example, Escola Secundria Marqus de Pombal (a Lisbon State secondary school with a tradition of expertise in electrical engineering), situated in an old area of the town with an aging population, implemented vocational courses which utilised the specialised facilities it possessed. 
Till exempel genomfrde Escola Secundria Marqus de Pombal (ett statligt gymnasium i Lissabon som av tradition r specialiserat p elektroteknik), som ligger i ett gammalt kvarter i staden med en ldrande befolkning, yrkes-kurser dr de speciella resurser som skolan frfogade ver utnyttjades.
While the schools applied for approval and funding to hold such courses on the basis of the availability of eligible participants, systematic diagnostics and targeting of Ôat riskŐ pupils within the schools was also part of the process. 
Skolorna anskte om att bli godknda och f finansiering till sdana kurser p grundval av antalet stdberttigade deltagare, men en systematisk diagnostisering av och inriktning p elever som tillhrde ÓriskgruppenÓ inom skolorna ingick ocks i processen.
However, although national initiatives to combat child labour also existed, no specific initiatives were implemented within schools to target pupils under 15 who were at risk of abandoning school. 
Men trots att det ocks fanns nationella initiativ fr att bekmpa barnarbete togs inga srskilda initiativ inom skolorna fr att n elever under 15 r som riskerade att lmna skolan.
PortugalŐs National Action Plan on Employment Ń NAP (2003 to 2006) aims to reduce ESL to 35 % by 2006 and 25 % by 2010, which is broadly in line with the Lisbon Agenda. 
Portugals nationella handlingsplan fr sysselsttningen, NAP (2003Đ2006), syftar till att minska antalet elever som lmnar skolan i frtid till 35 % fram till 2006 och till 25 % fram till 2010, vilket i stort sett r i linje med Lissabonstrategin.
Attainment of these targets may be difficult, given the apparent absence of a coordinated strategy to examine and address the ESL phenomenon from within schools prior to the age of 15 years, which is when the causal factors of ESL are established. 
Det kan bli svrt att uppn dessa ml med tanke p att det uppenbarligen saknas en samordnad strategi fr att underska fenomenet med avbruten skolgng och tgrda det inom skolorna innan eleverna fyller 15 r, d de faktorer som orsakar avbruten skolgng grundlggs.
However, PortugalŐs National Action Plan proposes the establishment of an early detection system for pupils at risk of dropping out of school and individualised support to pupils in the near future. 
I Portugals nationella handlingsplan finns emellertid frslag om att man inom en nra framtid skall inrtta ett system fr att elever som riskerar att hoppa av skolan upptcks p ett tidigt stadium och fr att ge individuellt std till elever.
UNITED KINGDOM Objective 3, Operational Programme for England and Gibraltar, 2000 to 2006, Measure 2.2 What was the nature of the programme? 
F RENADE KUNGARIKET Ml 3, operativt program fr England och Gibraltar, 2000Đ2006, tgrd 2.2 Vad var det fr slags program?
Under the Objective 3 Operational Programme the majority of actions aimed at combating ESL were contained in the Social Inclusion Policy Field, Measure 2.2, whose objective was Ôto develop local and area-based responses to assist individuals with multiple disadvantages in the labour market that face the risk of exclusionŐ. 
Inom ramen fr ml 3:s operativa program ingick merparten av de tgrder som syftade till att motverka avbruten skolgng i politikomrdet social integration, tgrd 2.2, vars ml var att utveckla lokala och omrdesbaserade lsningar fr att ge std till individer som har mnga olika nackdelar p arbetsmarknaden och riskerar uteslutning.
The original target group was 13 to 17 year olds at risk of abandoning school. 
Den ursprungliga mlgruppen var 13Đ17-ringar som riskerade att lmna skolan.
Following the mid-term evaluation this was limited to 16 to 18 year olds not in education, employment or training. 
Efter utvrderingen efter halva tiden begrnsades den till 16Đ18-ringar som inte gick ngon utbildning eller yrkesutbildning eller inte hade anstllning.
The ESF funding was allocated to regional government offices which then allocated the funding through a direct tendering process by projects and through competitive co-financing arrangements with State-funded educational bodies. What activities were co-financed? 
ESF-medlen tilldelades regionala offentliga organ som sedan i sin tur frdelade medlen genom en direkt anbudsinfordran per projekt och genom en offentlig upphandling som samfinansierades med statligt finansierade utbildningsorgan.
The projects were various and were implemented principally by charities, schools and other training and career guidance providers. 
Projekten varierade och genomfrdes i huvudsak av vlgrenhetsorganisationer, skolor och andra inrttningar som tillhandahll yrkes-och studievgledning.
Schools participating in the projects usually selected pupils for the courses on the basis of aptitude, suitability and educational history. 
De skolor som deltog i projekten valde i regel ut elever till kurserna p grundval av fallenhet, lmplighet och skolbakgrund.
Courses ranged from 15 days to one year, including job-placements in some cases, and offered life and vocational skills training, counselling and personal support, group work, in-school and after-school activities, and alternative curricula. 
Kurserna pgick frn femton dagar till ett r, inbegripet arbetspraktik i vissa fall, och erbjd utbildning i frdigheter som krvs bde i vardags-och yrkeslivet, rdgivning och personligt std, grupparbete, verksamheter inom och utanfr skolan och anpassad studiegng.
Pupils continued to attend school outside the course timetable. 
Eleverna fortsatte att g i skolan utanfr kursens timplan.
All courses audited had as a goal the attainment of some educational credits towards basic skills qualifications. What particular aspects influenced the effectiveness of the programme? 
Samtliga kurser som granskades hade som ml att uppn vissa utbildningsvinster s att eleverna skulle f en grundlggande behrighet. Vilka srskilda aspekter pverkade programmets ndamlsenlighet?
One of the difficulties with the co-financed activities under Measure 2.2 was that there was no common programme or framework of commonly identifiable features. 
En av svrigheterna med de samfinansierade verksamheterna inom tgrd 2.2 var att det inte fanns ngot gemensamt program och ingen gemensam ram fr allmnt identifierbara knnetecken.
Against the backdrop of a plethora of national initiatives catering for youth education and other target groups catered for within a measure, no specific identity or role for ESF funding in this area was discernible. 
Det gick inte att urskilja en srskild identitet eller roll fr ESF-finansieringen p detta omrde i frhllande till den stora mngden nationella initiativ fr utbildning av ungdomar och andra mlgrupper som berrdes av tgrden.
This lack of a common approach also manifested itself in the targeting and risk assessments that accompanied projects. 
Denna brist p gemensam metod visade sig ocks i valet av mlgrupper och riskbedmningen i samband med projekten.
Furthermore, the lack of a proper analytical basis for tackling the ESL problem and the absence of shared information between responsible organisations at regional and local level also influenced the effectiveness of operations. 
Dessutom hade avsaknaden av en ordentlig analytisk grund fr att motverka avbruten skolgng och bristen p informationsutbyte mellan ansvariga organisationer p regional och lokal niv en negativ inverkan p tgrdernas ndamlsenlighet.
Nevertheless, good practices were evident within individual projects as regards coordination of participating schools and evaluation practices. 
Dremot var det tydligt att goda arbetsmetoder anvndes inom enskilda projekt vad gller samordning och utvrdering vid de deltagande skolorna.
Furthermore, the ESF funding also attracted voluntary charitable support in providing courses and activities. 
ESF-finansieringen lockade dessutom till sig frivilligt std frn vlgrenhetsorganisationer i form av organiserade kurser och verksamheter.