Traduction de «education policy » (Anglais → Français) :

Review of Education Policies in Canada

Bureau for Development Co-operation in Education [ ED/DEV | Educational Management and Planning Section | Educational Policies and Strategies Section ]

policy officer | policy officer for education | education policy officer | policy officer, education

educational policy

Director Training and Education Policy [ DTEP | Director Recruiting, Education and Training ]

audit educational policy changes | oversee educational policy changes | monitor educational developments | oversee educational developments

noncancelable policy | noncancellable policy | non-cancelable policy | non-cancellable policy | noncancelable contract | noncancellable contract | noncancellable insurance policy

responsible procurement policy | RPP | sustainable procurement policy | responsible purchasing policy | sustainable purchasing policy

educate on primary education class content | teaching primary education class content | teach primary education class content | teaches primary education class content

EUROVOC descriptor: vocational training EU employment policy education policy professional qualifications educational reform economic consequence cooperation policy continuing education social impact

52. Calls on the European Institute for Gender Equality (EIGE) to continue its work on putting together comparable gender-disaggregated data and scoreboards in all policy areas, including in the field of education, and reiterates the importance of conducting impact studies for educational policies to address gender inequalities, providing qualitative and quantitative instruments for the assessment of this impact, and following a budgetary strategy based on gender in order to promote both access and the right to educational resources;

EUROVOC descriptor: vocational training cultural policy education policy action programme audiovisual communications policy EU office or agency higher education

26. Notes that all children have equal dignity from the point of view of learning and have the right to a basic education; stresses therefore that pupils’ personal situations, e.g. gender, family circumstances, minority or migrant background, a disability and their own learning difficulties (e.g. dyslexia, dysgraphia and dyscalculia) must be taken into account and that these pupils must be given targeted encouragement and educational assistance adapted to their specific needs from the outset, in order to avoid the reproduction of social exclusion and the risk of poverty by enhancing their chances for entering the labour market; stresses that children with no identity papers must be enabled to attend school; recognises that reforms in the ...[+++] fields of integration policy and education policy respectively cannot be considered as separate; proposes, against this background, desegregation policies to change the social make-up of ‘disadvantaged’ schools and supports forms of positive discrimination such as priority education zones and programmes providing targeted support for schools in disadvantaged areas; also points out that, as many studies show, educational establishments which have greater problems as regards coexistence and integration among pupils also have higher drop-out rates and therefore advocates the need for an inclusive school climate; notes, furthermore, that ineffective policies on work-life balance increase the instances of early school leaving and academic failure in general and that it is necessary to intensify efforts to improve work-life balance policies;