Traduction de «Illettrisme révélé par ordinateur » (Français → Anglais) :

A private prosecution has been brought against Mr Hans-Peter Martin in the Vienna Regional Criminal Court on 6 June 2007 by Merkur Treuhand Wirtschaftstreuhand- und Steuerberatungs Gesellschaft mit beschränkter Haftung for commercial defamation pursuant to Section 152 of the Austrian Criminal Code on the ground that, both on his website www.hpmartin.net and in APA-OTS press release OTS0189 5 11 0473 NEF0006 in connection with the accusations against him (by the EU anti-fraud authority OLAF) of improper use of the secretarial assistance allowance for staff, he had claimed that it had been established after a comprehensive, detailed investigation that he had i ...[+++]n no way improperly used EU monies and that fault had been found only with a formal error on the part of his accounts manager at the time, Mr Christoph Matznetter, a tax adviser now State Secretary for Finance in the Austrian Government, who, according to Mr Martin, had incorrectly charged three staff computers and two telephone bills to the secretarial assistance allowance instead of to the office expenses allowance.

A recent study, done a few months ago, asked young people which platforms they use when they watch visual content other than on television: 75% of them said on a computer, on a desktop, 46% on a laptop, 16% on a portable video player, 13% on an iPod, and now the new kid on the block, 15% on cellular mobile phones, which is obviously a huge area of development.

He is someone in whom I have confidence, in contrast to the head of OLAF, who steals computers and telephone and address books to reveal journalists’ sources.

10. Calls for a new strategy to improve the quality of employment by investing in health and safety at work, equal opportunities and qualifications, measures to combat illiteracy and to provide a guarantee of training and retraining for young people, in order to provide for a sustainable working life which allows for choice and diversity and permits switching between training and employment; regrets that according to the respective structural indicators little progress has been made to turn lifelong learning into a daily reality; insists that employees should be given the right to vocational training and life-long learning; states tha ...[+++]t education systems must become more responsive to the needs of people and the labour markets and therefore calls for more investment and joint actions to improve decisively the knowledge base (especially in the fields of training, lifelong learning, education, innovation and research); primary schools throughout Europe must be supplied with computers and Internet access as quickly as possible; calls for investment in the quality of training to be given priority and for early and targeted measures to train up workers in the IT field;

10. Calls for a new strategy to improve the quality of employment by investing in health and safety at work, equal opportunities and qualifications, measures to combat illiteracy and provide a guarantee of training and retraining for young people, in order to provide for a sustainable working life which allows for choice and diversity and permit switching between training and employment; regrets that according to the respective structural indicators only little progress has been made to turn lifelong learning into a daily reality; insists that employees should be given a right to vocational training and life-long learning; states that ...[+++] education systems must become more responsive to the needs of people and the labour markets and therefore calls for more investment and joint actions to decisively improve the knowledge base (esp. in the fields of training, lifelong learning, education, innovation and research); primary schools throughout Europe must be supplied with computers and Internet access as quickly as possible; calls for investment in the quality of training to be given priority and for early and targeted measures to train up workers in the IT field;

The study, which covers 31 countries (EU Member States, Iceland, Liechtenstein, Norway and Turkey), reveals that while most have made progress in developing literacy policies, they often lack focus on the groups most at risk, such as boys, children from disadvantaged households and migrant children.