Traduction de «Education and development director » (Anglais → Français) :

Q. whereas the Incheon Declaration notes with concern that conflicts, natural disasters and other crises continue to disrupt education and development, commits to developing ‘more inclusive, responsive and resilient education systems’ and highlights the need for education ‘to be delivered in safe, supportive and secure learning environments free from violence’;

23. Stresses that, while an increase in humanitarian funding is necessary, this will not be enough to address the financing gap; calls for the EU and other donors to increase the profile of education in development cooperation in fragile states in order to increase the resilience of national education systems; calls on the Commission and the Member States, as well as other humanitarian actors, to contribute to the reinforcement of universal public education, including secondary and higher education, as a way of coordinating emergency response programming with long-term programming for sustainable ...[+++]development;

raising public awareness of development issues, empowering people to become active and responsible citizens and promoting formal and informal education for development in the Union, in candidate countries and potential candidates, to anchor development policy in society, to mobilise greater public support for action against poverty and for more equitable relations between developed and developing countries, to raise awareness of th ...[+++]e issues and difficulties facing developing countries and their peoples, and to promote the right to a process of development in which all human rights and fundamental freedoms can be fully realised and the social dimension of globalisation.

29. Regrets that the number of early school-leavers still remains too high in the EU; points out that a reduction of only 1 % in the number of early school-leavers could bring some 500 000 potential workers onto the labour market; calls therefore on the Member States to implement more effective policies, based on high-quality, modern education and vocational training, to prevent early school leaving and remove barriers to remaining in education, to offer learning and training alternatives and retraining possibilities to students with learning difficulties or disabilities and to develop effective links between initial training and the w ...[+++]orld of business; underlines the importance of early education for developing not only the future functional skills of people, but also their capacity to learn, to specialise and to develop further, and calls for the development of a coherent, holistic, long term approach to early childhood education and care as proposed in the relevant Commission Communication;

29. Regrets that the number of early school-leavers still remains too high in the EU; points out that a reduction of only 1 % in the number of early school-leavers could bring some 500 000 potential workers onto the labour market; calls therefore on the Member States to implement more effective policies, based on high-quality, modern education and vocational training, to prevent early school leaving and remove barriers to remaining in education, to offer learning and training alternatives and retraining possibilities to students with learning difficulties or disabilities and to develop effective links between initial training and the w ...[+++]orld of business; underlines the importance of early education for developing not only the future functional skills of people, but also their capacity to learn, to specialise and to develop further, and calls for the development of a coherent, holistic, long term approach to early childhood education and care as proposed in the relevant Commission Communication;

Its objective consists of developing dynamic interactions with the surrounding environment in such areas as education, research, Information Technology uptake, adult education, regional development and various service functions.