Traduction de «Apprentissage par compétition » (Français → Anglais) :

competitive learning

competitive learning architecture

Definition: Disorders in which the normal patterns of skill acquisition are disturbed from the early stages of development. This is not simply a consequence of a lack of opportunity to learn, it is not solely a result of mental retardation, and it is not due to any form of acquired brain trauma or disease.

Knowledge acquisition disability NOS Learning:disability NOS | disorder NOS

Definition: A disorder characterized by impairment of memory, learning difficulties, and reduced ability to concentrate on a task for more than brief periods. There is often a marked feeling of mental fatigue when mental tasks are attempted, and new learning is found to be subjectively difficult even when objectively successful. None of these symptoms is so severe that a diagnosis of either dementia (F00-F03) or delirium (F05.-) can be made. This diagnosis should be made only in association with a specified physical disorder, and should not be made in the presence of any of the mental or behavioural disorders classified to F10-F99. The d ...[+++]isorder may precede, accompany, or follow a wide variety of infections and physical disorders, both cerebral and systemic, but direct evidence of cerebral involvement is not necessarily present. It can be differentiated from postencephalitic syndrome (F07.1) and postconcussional syndrome (F07.2) by its different etiology, more restricted range of generally milder symptoms, and usually shorter duration.

provide training on e-learning | train the e-trainer

learning complications | learning delays | learning difficulties | learning difficulty

learning management systems | LMS

community-based learning | CBL [Abbr.]

classroom learning [ c-learning | traditional classroom learning | conventional learning | traditional learning | instructor-led learning | bricks-and-mortar learning | onground learning ]

It will feed into the overall monitoring of Europe 2020 but with a specific focus on Member States’ competitiveness performance and the possibility of mutual learning. This in turn should contribute to improve national policies as monitored through the national reform programmes[13].

14. Recalls that while designing and implementing structural reforms, adequate social protection should be maintained – while at the same time respecting Member States’ competences, social and labour standards and workers’ rights, the quality of employment, and better and sustainable jobs – as a means of ensuring social cohesion, competitiveness and resistance to economic and financial crises; encourages the Member States to share best practices and promote mutual learning and solidarity, including at regional and local level; with a view to improving the effectiveness and focus of fiscal policies, calls on the Member States to reform ...[+++]their labour markets and social security systems, as well as their educational systems; believes that labour market reforms should introduce internal flexibility measures aimed at maintaining employment in times of economic disruption, should ensure job quality, especially better and sustainable jobs, and security in employment transitions, and should provide unemployment benefit schemes that are based on realistic activation requirements that ensure adequate support for redundant workers and are linked to reintegration policies in accordance with Member States’ customs and traditions; points out that efficient and increased integration of EU labour markets remains a medium-term objective for promoting social progress and reducing poverty in a balanced and competitive environment;

10. Believes that the Commission, the Member States, the industry and the trade unions should act jointly to retain and attract qualified workers, talented high-skilled scientists and managers to the steel sector, as well as young talent through apprenticeship schemes, thus ensuring a dynamic and innovative workforce; recalls the role of regional universities and industrial research institutes, whose excellence does much to create the regional preconditions for a competitive steel industry; urges the Commission and the Member States ...[+++] to implement immediate actions to avoid the loss of expertise and minimise the loss of jobs; calls for the improvement of planning and management of change by promoting training, upgrading skills and supporting retraining; is worried about the lack of systematic solutions to the generational change and future skills shortages, and about the loss of know-how and competences, and stresses the need to retain and develop the workforce and the skills vital for the future competitiveness of the sector; urges the Commission to promote, through the Erasmus for All and Erasmus for Entrepreneurs programmes, Sector Skills Alliances which, on the basis of data on skills requirements and their evolution, will be devoted to developing and implementing training programmes and common methods, including work-based learning; calls for steps to be taken to strengthen instruments to assist workers and promote vocational training in order to facilitate and support the redeployment of staff employed in the sector following corporate restructuring;

85. Encourages Member States to boost the participation of small and medium-sized enterprises in lifelong learning by providing incentives for their respective employees and employers, with particular emphasis on learning languages and the new technologies, in line also with labour market requirements, as most of Europe's workforce is employed in SMEs and in this way it will become more competitive, but this will also strengthen mobility in order to address the failure to fill job vacancies in a number of Member States;