Traduction de «school-working life » (Anglais → Français) :

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 integration 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;

In particular I regard the inclusion of child-rearing in the calculation of pensions and the provision of more crèches and nursery schools as key to achieving a work-life balance. I firmly believe that a politician who acts on the basis of her personal experience of motherhood and family life will best understand women’s problems.

Education and training can no longer be confined to school and post school years it needs to be updated and extended throughout working life; it is a life-long and wide process.

Initial and further training and retraining in promising occupations will continue to be supported in the future. But support is also given for the first time for finding better ways of reconciling family and working life, because, as we all know, we need to do more than just provide enough crèche and after-school care places if we want to get more women into work.

Moreover, for a substantial proportion of the population, education and training can no longer be confined to their school and immediate post-school years: rather, given the pace of economic change, knowledge and skills acquired at school or university need to be updated and extended throughout working life in a process of 'lifelong learning'.

A number of transitions now need to be accounted for, including the transition between school and working life, between jobs, between different working status, between working life and retirement and between work and training, career breaks and care periods.