Traduction de «Partenariat monde des affaires - monde de l'éducation » (Français → Anglais) :

Business-Education Partnerships - Your Planning Process Guide [ Business-Education Partnerships ]

Sustainable Development : Building Partnership with Business

business community [ business world | corporate world ]

business circles | business community

world of education

Promotes a ‘Sector Skills Alliance’, a partnership between industry and education that aims to make the transition from learning/training to working easier and a ‘Knowledge Alliance’ that brings academics and businesses together to strengthen innovation through higher education.

32. Welcomes the aforementioned Commission Communication on ‘A Budget for Europe 2020’, which draws up a proposal for the design of financial instruments and programmes under the next Multiannual Financial Framework 2014-2020; underlines that the new partnership instrument aimed at supporting EU political and economic interests in the rest of the world and including non-ODA-eligible activities should be a foreign policy instrument; believes that such a partnership instrument could help consolidate stronger political ties and thereby stronger economic ties with select countries, and welcomes the promotion of regulatory convergence as on ...[+++]e of its aims; believes also that the Partnership Instrument should comprise financing lines for public diplomacy with a view to consolidating the relations of individual countries with the EU and fostering leverage, partnership and allegiance; takes the view, however, that provision should also be made for additional resources supporting democratisation, the consolidation of the rule of law, better education and the reduction of social disparities; believes that the new design of financial instruments and programmes should give particular relevance to ad hoc financing lines supporting emerging powers and potentially emerging powers in consolidating democratic structures and developing good governance and the rule of law, civil society organisations, good educational systems and progressive social inclusion; welcomes the proposal by the Commission to include the principle of conditionality in all EU programmes and instruments and believes that this is key to achieving more leverage in promoting human rights, democracy and good governance as universal values;

32. Welcomes the aforementioned Commission Communication on ‘A Budget for Europe 2020’, which draws up a proposal for the design of financial instruments and programmes under the next Multiannual Financial Framework 2014-2020; underlines that the new partnership instrument aimed at supporting EU political and economic interests in the rest of the world and including non-ODA-eligible activities should be a foreign policy instrument; believes that such a partnership instrument could help consolidate stronger political ties and thereby stronger economic ties with select countries, and welcomes the promotion of regulatory convergence as on ...[+++]e of its aims; believes also that the Partnership Instrument should comprise financing lines for public diplomacy with a view to consolidating the relations of individual countries with the EU and fostering leverage, partnership and allegiance; takes the view, however, that provision should also be made for additional resources supporting democratisation, the consolidation of the rule of law, better education and the reduction of social disparities; believes that the new design of financial instruments and programmes should give particular relevance to ad hoc financing lines supporting emerging powers and potentially emerging powers in consolidating democratic structures and developing good governance and the rule of law, civil society organisations, good educational systems and progressive social inclusion; welcomes the proposal by the Commission to include the principle of conditionality in all EU programmes and instruments and believes that this is key to achieving more leverage in promoting human rights, democracy and good governance as universal values;

29. Regrets that the number of early school-leavers still remains too high in the EU; points out that a reduction of only 1 % in the number of early school-leavers could bring some 500 000 potential workers onto the labour market; calls therefore on the Member States to implement more effective policies, based on high-quality, modern education and vocational training, to prevent early school leaving and remove barriers to remaini ...[+++]ng in education, to offer learning and training alternatives and retraining possibilities to students with learning difficulties or disabilities and to develop effective links between initial training and the world of business; underlines the importance of early education for developing not only the future functional skills of people, but also their capacity to learn, to specialise and to develop further, and calls for the development of a coherent, holistic, long term approach to early childhood education and care as proposed in the relevant Commission Communication;