Traduction de «Loi sur l'apprentissage et la garde des jeunes enfants » (Français → Anglais) :

13. Acknowledges that in 2013, many petitioners voiced their alarm at the apparent injustices which occur in Denmark regarding the administrative and judicial procedures related to parental separation and divorce and the subsequent custody of young children; notes in this context that in the case of bi-national couples there are clear examples of discrimination on grounds of nationality in favour of the spouse from the Member State concerned with the proceedings and against the non-national of that state, with severe and often very negative and dramatic repercussions on the rights of the child; notes in this context severe violations of the fundamental rights of both the petitioner and the child; notes that the Petitions Committee undert ...[+++]ook a fact-finding visit to Denmark to investigate such claims directly where the situation appears to be particularly acute; notes that some cases were also recorded from other countries, notably Germany (especially cases concerning the activities of the Jugendamt), France and the UK;

13. Acknowledges that in 2013, many petitioners voiced their alarm at the apparent injustices which occur in Denmark regarding the administrative and judicial procedures related to parental separation and divorce and the subsequent custody of young children; notes in this context that in the case of bi-national couples there are clear examples of discrimination on grounds of nationality in favour of the spouse from the Member State concerned with the proceedings and against the non-national of that state, with severe and often very negative and dramatic repercussions on the rights of the child; notes in this context severe violations of the fundamental rights of both the petitioner and the child; notes that the Petitions Committee undert ...[+++]ook a fact-finding visit to Denmark to investigate such claims directly where the situation appears to be particularly acute; notes that some cases were also recorded from other countries, notably Germany (especially cases concerning the activities of the Jugendamt), France and the UK;

S. whereas early childhood education and care have a decisive impact on the cognitive development of children, given that they develop essential capacities in the first five years and whereas access to high-quality education lays the foundations for later success in life in terms of education, well-being, employability, and social integration, and has a significant impact on self-esteem, especially for children from disadvantaged backgrounds; whereas the educational gap between children from different socioeconomic backgrounds has increased; whereas working parents who do not have access to a nursery school are often forced to leave c ...[+++]hildren in the care of another child, or to resort to paid and uncertified informal care networks, which jeopardises their children’s safety and well-being; whereas pre-school education may play a significant role in compensating for the low socio-economic status of children under threat of poverty and constitutes a factor facilitating parents’ return to the labour market ; whereas inclusive education addresses and responds to the diversity of needs of all learners through increased participation in learning, cultures and community values, and thus represents a powerful tool for combating child poverty and social exclusion;

S. whereas early childhood education and care have a decisive impact on the cognitive development of children, given that they develop essential capacities in the first five years and whereas access to high-quality education lays the foundations for later success in life in terms of education, well-being, employability, and social integration, and has a significant impact on self-esteem, especially for children from disadvantaged backgrounds ; whereas the educational gap between children from different socioeconomic backgrounds has increased; whereas working parents who do not have access to a nursery school are often forced to leave c ...[+++]hildren in the care of another child, or to resort to paid and uncertified informal care networks, which jeopardises their children’s safety and well-being; whereas pre-school education may play a significant role in compensating for the low socio-economic status of children under threat of poverty and constitutes a factor facilitating parents’ return to the labour market; whereas inclusive education addresses and responds to the diversity of needs of all learners through increased participation in learning, cultures and community values, and thus represents a powerful tool for combating child poverty and social exclusion;

informal learning means learning resulting from daily activities related to work, family or leisure and is not organised or structured in terms of objectives, time or learning support; it may be unintentional from the learner's perspective; examples of learning outcomes acquired through informal learning are skills acquired through life and work experiences, project management skills or ICT skills acquired at work, languages learned and intercultural skills acquired during a stay in another country, ICT skills acquired outside work, skills acquired through volunteering, cultural activities, sports, youth work and through activities at home (e. ...[+++]g. taking care of a child).

Promote and develop cooperation, the exchange of good practice and mutual learning on the subject of fostering creativity, innovation and digital competences in early childhood education and primary education, as well as through non-formal and informal learning.