Traduction de «Carbon literacy » (Anglais → Français) :

carbon literacy | low-carbon literacy

digital literacy [ computer literacy | digital competence | digital skills | e-skills | informatics skills | information literacy | information skills | media literacy ]

educate on digital literacy | explain digital literacy | teach digital literacy | teaches digital literacy

adult literacy instructor | instructor in adult literacy and numeracy | adult literacy teacher | teacher of adult literacy and numeracy

educate on literacy as a social practice | teaching literacy as a social practice | teach literacy as a social practice | teaches literacy as a social practice

High Level Group of experts in the field of literacy | high-level expert group on literacy | high-level group on literacy

literacy education | literacy teaching | literacy work

Literacy Group of Waterloo Region [ Core Literacy | Cambridge Literacy Council | Literacy Council of Kitchener-Waterloo ]

carbon capture and storage [ carbon dioxide capture and storage | carbon sequestration | CCS [acronym] CO2 capture and storage | Carbon capture(STW) ]

clean technology [ clean industry | environmentally sound technology | environmentally sustainable technology | low-carbon technology | low waste technology | cleaner production(UNBIS) | low waste technology(UNBIS) ]

· assess the effects of domestic emissions-reduction policies on employment, including job opportunities, and promote the improvement of low-carbon literacy, energy-related reskilling and upskilling needs and education and training, in particular for SMEs;

· assess the effects of domestic emissions-reduction policies on employment, including job opportunities, and promote the improvement of low-carbon literacy, energy-related reskilling and upskilling needs and education and training, in particular for SMEs,

Skills, education and professional training 33.Regrets that the SBA does not pay enough attention to social and labour market issues that affect entrepreneurship and SMEs' capacities to fulfil their employment potential and recruit labour force with the appropriate skills; 34.Recognises that growth and innovation are largely driven by entrepreneurial SMEs; emphasises that more attention should be devoted to fostering the development of an entrepreneurial mindset at all levels of education and training, employing innovative methods such as real mini-companies in secondary education; emphasises the importance of supporting the development of the managerial and digital skills that small businesses require to be successful in the current mar ...[+++]ket environment; 35.Calls on the Commission and the Member States to develop and promote initiatives supporting better identification and forecasting of SMEs' skill needs, in particular to enable them to operate in a more sustainable way, and to develop strategies for entrepreneurship education and professional training based on best practice from Member States; 36.Calls on the Commission to put the ´ Erasmus programmes for young entrepreneurs´ programme on a permanent footing with a sufficient budget, based on the very encouraging results of the preparatory action even though it is still running on a limited scale; Resource efficiency 37.Welcomes the recognition by the Commission that SMEs have a key role to play in the transition to a resource-efficient economy; believes that meeting resource-efficiency objectives requires a value-chain approach; therefore, calls on the Commission for the establishment of sectoral SMEs coordinated projects and activities aiming at identifying potential resource-efficient innovations within the value and supply chains; 38.Welcomes the Commission proposal to adopt an Eco-innovation Action Plan; calls for ambitious measures supporting SMEs in introducing eco-innovative solutions at all stage ...

Skills, education and professional training 33.Regrets that the SBA does not pay enough attention to social and labour market issues that affect entrepreneurship and SMEs' capacities to fulfil their employment potential and recruit labour force with the appropriate skills; 34.Recognises that growth and innovation are largely driven by entrepreneurial SMEs; emphasises that more attention should be devoted to fostering the development of an entrepreneurial mindset at all levels of education and training, employing innovative methods such as real mini-companies in secondary education; emphasises the importance of supporting the development of the managerial and digital skills that small businesses require to be successful in the current mar ...[+++]ket environment; 35.Calls on the Commission and the Member States to develop and promote initiatives supporting better identification and forecasting of SMEs' skill needs, in particular to enable them to operate in a more sustainable way, and to develop strategies for entrepreneurship education and professional training based on best practice from Member States; 36.Calls on the Commission to put the ´ Erasmus programmes for young entrepreneurs´ programme on a permanent footing with a sufficient budget, based on the very encouraging results of the preparatory action even though it is still running on a limited scale; Resource efficiency 37.Welcomes the recognition by the Commission that SMEs have a key role to play in the transition to a resource-efficient economy; believes that meeting resource-efficiency objectives requires a value-chain approach; therefore, calls on the Commission for the establishment of sectoral SMEs coordinated projects and activities aiming at identifying potential resource-efficient innovations within the value and supply chains; 38.Welcomes the Commission proposal to adopt an Eco-innovation Action Plan; calls for ambitious measures supporting SMEs in introducing eco-innovative solutions at all stage ...