Traduction de «learning situation » (Anglais → Français) :

living-learning situation

early foreign language acquisition | early foreign language learning | early language learning | early second language acquisition | early second language learning | early stages foreign language learning | early-stage foreign language acquisition | early-stage foreign language learning

learning and evaluation situation

validation of prior learning | validation of non-formal and informal learning | accreditation of learning outcomes | assessment of learning outcomes | certification of learning outcomes | recognition of learning outcomes | transferability of learning outcomes | validation of of learning outcomes | recognition of prior learning [ VPL | RPL ]

online learning | on-line learning | virtual learning | e-learning | cyberlearning | tele-learning | distance learning

learning from instruction | LFI | learning from instructions | instruction learning | learning by being told

eLearning | e-learning | online learning | virtual learning | cyberlearning

* Non-formal learning: learning in ‘non-formal’ situations (such as in sports clubs or youth clubs) in contrast to ‘formal’ learning (school, university, etc.).

Different methods are called for depending on the situation of the learner, the learning facilitator and the setting (e.g. community centres, workplace, the home).

While there are no one-size-fits-all approaches to any of these areas, the renewed EU agenda stresses the importance of focusing consistently on what students will learn (the learning outcomes that will be achieved), drawing as much as possible on real-world situations and problems, encouraging critical assessment and thinking in individual and group work and embedding work-based learning and mobility opportunities into curricula.

12. Emphasises that adapting education systems and vocational training to the future skill requirements of the labour market is one of the keys to combating youth unemployment, and therefore the transition from school, vocational education and training or higher education to employment must be better prepared and must follow on directly from education or training; takes the view that better cooperation needs to be encouraged between educational establishments, youth organisations, the various labour market sectors and employers, for example with specialists in various fields giving lectures or seminars to familiarise students with their future work; underlines therefore the major importance of implementing effectively the ‘European Youth ...[+++]Guarantee’ initiative and making it an instrument for active integration into the labour market; stresses that Member States have not so far made any convincing commitment to implementing the European Youth Guarantee and calls on them to do so speedily; emphasises that a close link needs to be established between the flagship initiatives which aim at tackling unemployment, such as ‘Youth on the Move’ and the ‘New Skills for New Jobs’ initiative; believes that social partners, business representatives, local and regional authorities, and youth organisations should be involved in the development of a sustainable strategy to reduce youth unemployment, in which there must be EU-wide mutual formal recognition and certification of the skills recognised in formal and informal qualifications – in line with the EU’s EQF system – and acquired in formal, non-formal and informal learning situations;