Traduction de «acteur de la formation professionnelle » (Français → Anglais) :

person involved in the vocational training process

Action programme for the training and preparation of young people for adult and working life | Action Programme for the vocational training of young people and their preparation for adult and working life | PETRA [Abbr.]

vocational training [ distance training | e-training | manpower training | pre-vocational training | sandwich training ]

completed professional training | completed vocational training

Career/vocational officer

Vocational training

continuing vocational training [ lifelong vocational training ]

Cedefop [ European Centre for the Development of Vocational Training ]

dual system of vocational education and training | VET programme with three learning locations

Confederation's contribution to VET/PET costs

The evaluation concludes very positively on Cedefop’s relevance and complementarity. It notes that Cedefop is not only responding to the emerging EU VET policy agenda but is also helping influence its development. Cedefop has become an active promoter of EU VET policy at the highest levels. It is also the evaluators’ assessment that Cedefop has performed a critical role as an 'open source' of information for the VET community at large since its foundation, acquiring a strong brand reputation and visibility in European VET.

The evaluation points out that although Cedefop’s 'open source' role serving a wide VET community was successful, now may be the time for Cedefop to focus more on the interests of its immediate stakeholders, particularly in policy development. The evaluation correctly states that these two activities ('open source' – supporting policy development) are not incompatible. Although Cedefop now provides more support for policy development, many activities serve the wider VET community. The issue is not one of incompatibility, but of balance that needs to be captured in strategy.

Work together, in line with the Bruges Communiqué on enhanced European Cooperation in Vocational Education and Training for the period 2011-2020, in particular on making initial VET more attractive, promoting excellence and the labour market relevance of VET, implementing quality assurance mechanisms and improving the quality of teachers, trainers and other VET professionals.

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, skills and knowledge, that are effectively delivered through hands-on and real-life experiences; suggests that entrepreneurship m ...[+++]ay 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;