Traduction de «Politica dell'istruzione » (Italien → Anglais) :

policy officer | policy officer for education | education policy officer | policy officer, education

social policy, education, vocational training and youth

civics

adult education [ education of parents | education of women | training of adults | training of women | workers' education ]

FE director | further education director | arts conservatory director | further education principal

rector of higher education | university chancellor | head of higher education institutions | rector for higher education institutions

Ordinance of 29 June 1988 on Promoting the Education of Young Swiss Abroad | Swiss Abroad Education Ordinance [ SAEO ]

Despite the strong political focus that has been put on VET, the challenges are still significant: increasing its attractiveness, embedding stronger work based learning, enhancing labour market relevance, developing stronger career and education guidance, implementing teachers and trainers professional development, and improving recognition and transparency of VET learning outcomes between countries and across different education pathways.

For this reason, education needs to be modernised by transforming education policy into a basic instrument for investing in the future of young people and improving their situation in the labour market by adapting the school curriculum to current and future labour market needs.

26. Notes that all children have equal dignity from the point of view of learning and have the right to a basic education; stresses therefore that pupils’ personal situations, e.g. gender, family circumstances, minority or migrant background, a disability and their own learning difficulties (e.g. dyslexia, dysgraphia and dyscalculia) must be taken into account and that these pupils must be given targeted encouragement and educational assistance adapted to their specific needs from the outset, in order to avoid the reproduction of social exclusion and the risk of poverty by enhancing their chances for entering the labour market; stresses that children with no identity papers must be enabled to attend school; recognises that reforms in the fields of in ...[+++]tegration policy and education policy respectively cannot be considered as separate; proposes, against this background, desegregation policies to change the social make-up of ‘disadvantaged’ schools and supports forms of positive discrimination such as priority education zones and programmes providing targeted support for schools in disadvantaged areas; also points out that, as many studies show, educational establishments which have greater problems as regards coexistence and integration among pupils also have higher drop-out rates and therefore advocates the need for an inclusive school climate; notes, furthermore, that ineffective policies on work-life balance increase the instances of early school leaving and academic failure in general and that it is necessary to intensify efforts to improve work-life balance policies;

– (DE) Mr President, Commissioner, in reality, we are holding a debate this morning about the significance of culture in the various policy areas – in foreign policy, in economic policy, in education policy and in social policy – and we all know that all of us benefit from culture being taken more seriously.