Traduction de «Programme de formation à la gestion de l'environnement » (Français → Anglais) :

Environment Management Training Programme

Disaster Management Training Programme | DMTP [Abbr.]

Integrated Grasslands Management Training Programme in the Sahel

Environment Management Training Seminar

Federal Crisis Management Training [ CMT ]

training of executive personnel/senior executives' training/management training

Environmental Management and Training Programme for Africa | ETMA [Abbr.]

Agricultural Management Training Programme for Africa | AMTA [Abbr.]

environmental training

(c) to strengthen the financial autonomy and capacity of the cultural and creative sectors, and in particular micro, small and medium-sized enterprises and organisations, the public, non-commercial and socially disadvantaged operators, and to promote the availability of managerial, business and entrepreneurial training programmes specifically tailored for professionals in the cultural and creative sector, and by expanding present educational programmes, such as the Lifelong Learning Programme, Erasmus, etc.;

20. Stresses the key role of enterprises, including SMEs, social and solidarity economy actors and micro-enterprises in training for working-life skills and job creation for young people; stresses the need to provide young people with education preparing them for entrepreneurship in the broadest possible way; encourages including in curricula the development in a safe environment of the vocational skills needed in starting and managing businesses as well as fostering transversal entrepreneurship competence, skil ...[+++]ls and knowledge, that are effectively delivered through hands-on and real-life experiences; suggests that entrepreneurship may be taught across various subjects or as a separate subject and stresses the need for access to high-quality traineeships and professional training throughout and after the university stage of education; underlines that obtaining democratic and teamwork skills, learning to take responsibility, analysing situations is a part of life-long learning which supports active citizenship; draws attention to the opportunities and advantages of getting more people (e.g. successful young entrepreneurs, NGOs whose aim is to promote entrepreneurship) involved in providing education on entrepreneurship;

21. Stresses the key role of enterprises, including SMEs, social and solidarity economy actors and micro-enterprises in training for working-life skills and job creation for young people; stresses the need to provide young people with education preparing them for entrepreneurship in the broadest possible way; encourages including in curricula the development in a safe environment of the vocational skills needed in starting and managing businesses as well as fostering transversal entrepreneurship competence, skil ...[+++]ls and knowledge, that are effectively delivered through hands-on and real-life experiences; suggests that entrepreneurship may be taught across various subjects or as a separate subject and stresses the need for access to high-quality traineeships and professional training throughout and after the university stage of education; underlines that obtaining democratic and teamwork skills, learning to take responsibility, analysing situations is a part of life-long learning which supports active citizenship; draws attention to the opportunities and advantages of getting more people (e.g. successful young entrepreneurs, NGOs whose aim is to promote entrepreneurship) involved in providing education on entrepreneurship;

54. Points out that training and lifelong learning for employees affected by changes in a company's or industry's production processes also creates new jobs; calls on the EU to develop a framework for anticipating change and restructuring, in particular of production, providing the right for all affected workers to take part in training and lifelong learning schemes; calls on the Member States, employers and employees to recognise skills management, training and lifelong learning as a shared responsibility, as acknowledged in the social partners' 2002 framework agreement on lifelong learning; calls on the Commission to incorporate a ninth key competence relating to the environment ...[+++], climate change and sustainable development – which is essential in a knowledge society – into the framework for lifelong learning; calls on the Member States to incorporate the concept of sustainability into basic training, education and lifelong learning;