Traduction de «Politique en matière de langues » (Français → Anglais) :

Firstly, the Council provision on ‘language’ gives more freedom to certain Member States to allow also other languages than the official one(s); secondly the Council had severe problems in accepting language-independent symbols which are currently neither harmonised nor well-known to customers.

The Commission has indicated its intention to amend, before the entry into force of this Directive, Commission Decision 2002/622/EC of 26 July 2002 establishing a Radio Spectrum Policy Group in order to provide a mechanism for the European Parliament and the Council to request opinions or reports, either orally or in writing, from the Radio Spectrum Policy Group (RSPG) on spectrum policy relating to electronic communications, and in order for RSPG to advise the Commission on the proposed content of the radio spectrum policy programmes.

Thus the Commission and the Member States undertake a range of different activities aimed at promoting good policy approaches for language learning within the Education and Training 2010 strategy.[2]

Many respondents agreed on the necessity for each country to undertake a study of its language needs and define its own languages policy.

Subsequent to the adoption of Leonardo da Vinci II in April 1999, a number of policy initiatives have been launched with a major impact on vocational training policy and consequently on Leonardo da Vinci II : the Lisbon strategy of March 2000, which accords an important role to education and training for the achievement of its goals [4]; the communication of the Commission on 'Making a European Area of Lifelong Learning a Reality' [5], setting a new paradigm for education and training; the report of the Education Council and the European Commission on the common objectives of education and training systems [6], and the subsequent detai ...[+++]led work programme [7]; the Council resolution of November 2002 on enhanced European co-operation in Vocational Education and Training (VET) [8] extended by the subsequent Copenhagen declaration that was adopted by 31 Ministers, the Commission and the social partners at European level; the Action Plan for the promotion of language learning and linguistic diversity [9], adopted by the Commission in July 2003 and based on the experience of the European Year of languages.

Subsequent to the adoption of Leonardo da Vinci II in April 1999, a number of policy initiatives have been launched with a major impact on vocational training policy and consequently on Leonardo da Vinci II : the Lisbon strategy of March 2000, which accords an important role to education and training for the achievement of its goals [4]; the communication of the Commission on 'Making a European Area of Lifelong Learning a Reality' [5], setting a new paradigm for education and training; the report of the Education Council and the European Commission on the common objectives of education and training systems [6], and the subsequent detai ...[+++]led work programme [7]; the Council resolution of November 2002 on enhanced European co-operation in Vocational Education and Training (VET) [8] extended by the subsequent Copenhagen declaration that was adopted by 31 Ministers, the Commission and the social partners at European level; the Action Plan for the promotion of language learning and linguistic diversity [9], adopted by the Commission in July 2003 and based on the experience of the European Year of languages.