Traduction de «système de formation adaptative de faisceaux » (Français → Anglais) :

24. Calls for further investment in improving the quality and responsiveness of vocational education and training systems to the needs of companies and individuals; calls for access to lifelong learning opportunities for all to be expanded, in particular by promoting participation in training at the workplace and through targeted intervention aiming to reinforce the employability of those vulnerable groups facing a risk of exclusion from the labour market;

to continue their efforts concerning the effective integration of ICT in education and training systems, as an important part of the adaptation of the education and training systems requested by the Lisbon European Council Conclusions and by the Report on concrete future objectives of education systems;

5. Calls on the Member States, in conjunction with the two sides of industry, instructors and training institutes to develop a system of training, employment and work experience such that no person aged under 25 need draw unemployment benefit and that after the age of 25 everyone should have the right to receive two years' paid training over the whole of their lifetime as part of the 'lifelong learning' process; looks to occupational training schemes to become more flexibly aligned with the needs of the market;

The five themes in question are: - anticipation of requirements in order to adapt systems: identifying the most appropriate lines of action to better coordinate efforts in terms of anticipation and build up Community cooperation to anticipate on services; - trends in provision: how to improve steering and follow-up of training systems in the Member States by updating the management charts compiled at the time of the White Paper; - means and methods: how to develop new training methods and set up Community data bases on innovatory products and methods in education ...[+++] and training; - resources: how to study the development of new ways of financing training in order to cater for requirements which are expected to increase exponentially; - the players: how to promote a better quality of dialogue between the social partners on vocational training and foster a common dialogue and negotiation culture.

6. The Council emphasizes the importance of vocational education and training policies along the lines indicated above and agrees that Member States' policies should include the following aims, in line with national systems and traditions: (a) promoting investment in vocational education and training which will specifically lead to relevant, recognized or validated qualifications; (b) developing close links between school-based and enterprise-based vocational training, as coherent vocational education and training programmes in schools and enterprises are well calculated to ensure relevant training and qualifications; (c) providing bet ...[+++]ter opportunities for disadvantaged young people and adults, where appropriate, to take advantage of recognized up-to- date practical vocational training, which will improve their chances of joining the labour market; (d) developing co-operation between the national and local authorities, employers and unions, enterprises and others, in accordance with national practice, on the overall updating of qualifications and specifically on initiatives designed to increase further training offers; (e) including broad-based general subjects in the vocationally-oriented training system, for the purpose of fulfilling the broader qualification requirements of the future and strengthening the mobility of the workforce; (f) improving the quality of vocational education and training, especially by improving training of trainers; (g) strengthening vocational education systems through improved guidance services, with a view to enhancing the awareness and motivation of individuals; (h) strengthening innovation and applied research, with a view to supporting modernization, adaptability and quality in vocational education and training; (i) strengthening the European dimension in initial and continuing training, in order to facilitate the mobility of young people and adults within the single market.

More specifically, the Council invites the Commission: (a) to work towards greater coherence at Community level between vocational education and training programmes and other policies which support Member States' efforts in this field; (b) to promote the development of European co-operation on qualifications, in line with the Council Resolution of 3 December 1992 on transparency of qualifications; (c) to strengthen transnational co-operation by reviewing the possibilities for students and trainees to undertake recognized training courses, or part of them, in another Member State, where this is relevant to their training goals, as well as increasing exchange opportunities for educators and planners in the vocational training ...[+++]system; (d) to intensify transnational initiatives designed to promote information exchanges and the level of knowledge in the field of vocational education and training, with a view to enhancing the transparency of qualifications and facilitating the mobility of the workforce within the Community; (e) to promote the transfer of innovation and the development of applied research with a view to supporting modernization, adaptability and quality in vocational education and training; (f) to take account of this Resolution in its proposals for reviewing and co-ordinating Community education and training programmes, alongside the responses of the Member States to its memorandum on vocational training in the 1990s, and the Council discussion on the Commission guidelines for education and vocational training.