Translation of "Apprentissage essentiel commun " (French → English) :

common essential learning

common essential learnings

basic learning need

Definition: Considerable cultural variations occur in the presentation of this disorder, and two main types occur, with substantial overlap. In one type, the main feature is a complaint of increased fatigue after mental effort, often associated with some decrease in occupational performance or coping efficiency in daily tasks. The mental fatiguability is typically described as an unpleasant intrusion of distracting associations or recollections, difficulty in concentrating, and generally inefficient thinking. In the other type, the emphasis is on feelings of bodily or physical weakness and exhaustion after only minimal effort, accompanied by a feeling of muscular aches and pains and inability to relax. In both types a variety of other unpleasant physical fe ...[+++]elings is common, such as dizziness, tension headaches, and feelings of general instability. Worry about decreasing mental and bodily well-being, irritability, anhedonia, and varying minor degrees of both depression and anxiety are all common. Sleep is often disturbed in its initial and middle phases but hypersomnia may also be prominent. | Fatigue syndrome

Information and communication technology sector [ Information and communication technology | Information and communication technology critical infrastructure sector | Information and communication technology CI sector ]

common learning communication environment

34. Stresses that the ability to use media independently and critically represents a lifelong learning task across generations, which is subject to constant change, in parallel with the development of the media and understood as a key qualification; stresses that the adaptation of education and training systems is vital to improve the level of ICT professionalism in Europe and to meet the increasing demand for digitally skilled professionals in the EU; encourages, in this regard, the Commission and the Member States to create the basis for mutual recognition of digital skills and qualifications by setting up a European certificate or grading system, following the example of the European common ...[+++] framework of reference for language learning and teaching; stresses that further efforts are needed in the field of improving media literacy among citizens, and calls on the Commission and the Member States to promote media literacy for all EU citizens, in particular vulnerable people, through initiatives and coordinated actions; suggests that internet literacy be added permanently to the scope of efforts to increase media literacy;

10. Believes that the Commission, the Member States, the industry and the trade unions should act jointly to retain and attract qualified workers, talented high-skilled scientists and managers to the steel sector, as well as young talent through apprenticeship schemes, thus ensuring a dynamic and innovative workforce; recalls the role of regional universities and industrial research institutes, whose excellence does much to create the regional preconditions for a competitive steel industry; urges the Commission and the Member States to implement immediate actions to avoid the loss of expertise and minimise the loss of jobs; calls for ...[+++]the improvement of planning and management of change by promoting training, upgrading skills and supporting retraining; is worried about the lack of systematic solutions to the generational change and future skills shortages, and about the loss of know-how and competences, and stresses the need to retain and develop the workforce and the skills vital for the future competitiveness of the sector; urges the Commission to promote, through the Erasmus for All and Erasmus for Entrepreneurs programmes, Sector Skills Alliances which, on the basis of data on skills requirements and their evolution, will be devoted to developing and implementing training programmes and common methods, including work-based learning; calls for steps to be taken to strengthen instruments to assist workers and promote vocational training in order to facilitate and support the redeployment of staff employed in the sector following corporate restructuring;

'coordination and support action' means an action consisting primarily of accompanying measures such as standardisation, dissemination, awareness-raising and communication, networking, coordination or support services, policy dialogues and mutual learning exercises and studies, including design studies for new infrastructure, and may also include complementary activities of networking and coordination between programmes in different countries;

50. Recommends that the language competence indicators should also be extended to classical Greek and Latin, not only because these languages are part of a shared European heritage that is of major importance to its culture and civilisation, but also because learning these languages facilitates further learning experiences and stimulates reflection on language;