Traduction de «Apprendre tout sur » (Français → Anglais) :

One must learn how to be before learning how to live, learn how to live before learning how to teach others how to do things, before learning how to get things done through others

Lifelong Learning for All

demonstrate willingness to learn | work towards own potential | demonstrate willingness to learn | show willingness to learn

learning to learn

building handywoman | building maintenance technician | building handyperson | handyman

learn about principles of customer service | study customer service | attend training on customer service principles | learn about customer service

35. Underlines that study programmes should focus on long-term market demands; stresses also that employability means that students should master a wide range of different competences preparing them for the labour market and equipping them for lifelong learning; encourages in this regard active dialogue and national and crossborder cooperation on programmes and work placements between the university community and business, which could help counter the economic crisis, stimulate economic growth, and contribute to a knowledge-based society and thus provide opportunities in a wider social sense; encourages HEIs to be open to transdiscipl ...[+++]inary studies, the creation of university research institutes and collaboration with diverse partners;

60. Stresses the need for innovative teaching methods and content which instruct learners about approaches to education (‘learning how to learn’), also taking into consideration learners from vulnerable social groups or those with special educational needs; notes, in particular, the rapid changes in ICT, digital media and entrepreneurship education; highlights the important role of other educators (for example, youth workers, adult educators, career advisors and parents) and their valuable cooperation in response to the changing nature of education;

60. Stresses the need for innovative teaching methods and content which instruct learners about approaches to education (‘learning how to learn’), also taking into consideration learners from vulnerable social groups or those with special educational needs; notes, in particular, the rapid changes in ICT, digital media and entrepreneurship education; highlights the important role of other educators (for example, youth workers, adult educators, career advisors and parents) and their valuable cooperation in response to the changing nature of education;

16. Taking into account the EU's ageing society, believes that active attempts should be made to bring people on to the labour market and keep them there, applying this approach to all age groups, older people included; considers it essential to strike a balance between giving people a sufficient sense of security and maintaining the motivation to work and earn an income; believes that, to raise skill levels, all groups in society should be guaranteed education of the highest possible standard and better opportunities than hitherto for lifelong learning;