Traduction de «étude sur place des catégories professionnelles » (Français → Anglais) :

professional field survey

Strengthening the capacity of public and private service providers to interact with third-country nationals via intercultural interpretation and translation, mentoring, intermediary services by immigrant communities, ‘one-stop-shop’ information points Developing comprehensive information tools, e.g. manuals, websites, registers of staff’s diversity skills Building sustainable organisational structures for integration and diversity management and developing modes of co-operation between governmental stakeholders enabling officials to exchange information and pool resources Introducing schemes to gather and analyse information about the needs of ...[+++]different categories of third-country nationals at local and regional level through platforms for consultation, exchange of information between stakeholders and surveys of immigrant communities Engaging companies in debates on integration and linking governmental programmes with companies’ corporate social responsibility programmes Integrating intercultural competence into recruitment and training policies | Monitoring the application of the Directive on third-country nationals who are long-term residents and on equal treatment irrespective of racial or ethnic origin Furthering co-operation in implementing Community law in the field of immigration and good practices in the area of integration Supporting studies and exchange of best practices Promoting the development of transferable intercultural training activities for public officials |

For example, in the provision of kindergarten places, school enrolment, attendance at various school types, including acquired school leaving qualifications, up to the provision of vocational training and university places.

Differential fees and grants systems can be used to ensure the attractiveness of courses with the highest social value, e.g. to prevent labour shortages in some areas and graduate unemployment in others; this should go as far as compensating certain categories by treating them as professionals in training, e.g. early career researchers completing a PhD.

Employers should be encouraged to co-invest and participate in the activities of education and training institutions, particularly in higher education and vocational education and training; these partnerships can develop and update skills profiles, multidisciplinary curricula and qualifications, and facilitate the provision of work-based learning, from apprenticeships to industrial PhDs.