Traduction de «Matière principale d'enseignement » (Français → Anglais) :

3. Emphasises that the Centre’s work is highly relevant to the Union vocational education and training (VET) and skills policy agenda; notes its concern that unless the low economic demand driving high unemployment is reversed, it will foster and perpetuate the mismatch and obsolescence of skills through over-qualification and unemployment; acknowledges the Centre’s key achievements in 2013 in its field of activity; notes furthermore that the Centre is undertaking its first pan-European skills survey (eu-SKILL);

15. Emphasises that the Centre’s work is highly relevant to the Union vocational education and training (VET) and skills policy agenda; notes its concern that unless the low economic demand driving high unemployment is reversed, this demand will foster and perpetuate the mismatch and obsolescence of skills through over-qualification and unemployment; acknowledges the Centre’s key achievements in 2013 in its field of activity; notes furthermore that the Centre is undertaking its first pan-European skills survey (eu-SKILL);

Examples of these are the two agreements with the US and with Canada, just renewed for a further five years; the TEMPUS programme, originally launched in 1990 as part of the original Phare activity, but now (since the EC's main education activities are open to associated countries) embracing Eastern Europe, the Caucasus, Central Asia and the Western Balkans; and ALFA, a programme that seeks to develop higher education in Latin America through links with EC institutions.

4. Notes that the prevention of terrorism and countering all types of radicalisation is one of the key priorities within the European Agenda for Security, but regrets that despite the recent reforms Europe is still unable to adequately respond to these new challenges; stresses therefore the need for a multifaceted approach to address the cultural, economic, social and political root causes that foster terrorism; underlines the crucial role of early identification of people at risk of being exposed to radicalisation and emphasises that responsible social and educational institutions should be adequately equipped through training to perf ...[+++]orm these tasks; highlights the need to make all actors aware of their responsibility to prevent radicalisation, whether at local, national, European or international level; reiterates the fundamental role of dialogue and cooperation between all actors in both formal and non-formal education (e.g. families, parents, teachers and associations), as well as culture and sport; points out the need for specialist training for teachers who can serve as role models and guiding figures, the importance of social and youth policies, alternative leisure activities, lifelong learning, and interfaith and intercultural dialogue to prevent radicalisation leading to violent extremism;

43. Observes that the implementation of the Bologna Process by Member states resulted in a downgrade of the quality of University diplomas that is followed by the non satisfactory professional integration of the graduates; strongly believes that the modernization of higher education should focus on quality with respect to scientific knowledge that is global, efficient and easily updatable through the tool of life-long learning; considers in this sense that substantial public funding is essential to which all citizens have access on an equal basis and thus encourages the Member states to invest abundantly in the field of public education; notes that this investment should be ...[+++] coupled by equally important investments in social policies in order to eliminate discrimination of access and guarantee equal results for all citizens notably in terms of employment;

2. In order to maintain a balance of opportunity in employment for teachers in Northern Ireland while furthering the reconciliation of historical divisions between the major religious communities there, the provisions on religion or belief in this Directive shall not apply to the recruitment of teachers in schools in Northern Ireland in so far as this is expressly authorised by national legislation.