Traduction de «Dialogue enseignant-enseigné » (Français → Anglais) :

pupil-teacher interaction [ teacher-pupil interaction | teacher-learner interaction | teaching-learning relationships | teaching-learning transaction ]

higher education [ grande école | institute of technology | tertiary education ]

junior lecturer | university assistant instructor | assistant lecturer | assistant lecturer in university

teaching materials [ educational materials | school materials | teaching aid | teaching equipment(UNBIS) ]

headteacher of special educational needs school | special educational needs headteacher | special educational needs head teacher | special educational needs headmaster

provide training on e-learning | train the e-trainer

teacher [ professor | teaching staff | Teaching profession(STW) | teaching personnel(UNBIS) ]

first stage of tertiary education

online teaching platform

classroom instruction [ classroom education | traditional classroom instruction | traditional instruction | traditional education | bricks-and-mortar education | onground education | onground instruction | classroom teaching ]

Examples are found above all in school education and include: changes to language teaching; reform of school curricula to include intercultural competences; teacher training initiatives; and dialogue with wider school communities, notably families.

The Commission will: – Pursue bilateral and multilateral policy dialogues with key international partners; – Promote the EIT and its KICs to support international cooperation in higher education and innovation in order to address societal challenges, in synergy with other EU and national research and innovation activities; – Strengthen evidence-based policymaking in the field of international education, through research, collection and analysis of statistics, and dialogue with experts; – Present, in Autumn 2013, an initiative for the promotion of digital learning and better use of ICT and OER in education.

This platform, the world's biggest teachers' network, offers staff (teachers, head teachers, librarians, etc.) and pupils opportunities to communicate, collaborate and work on projects together. Develop a self-assessment tool on digital capacity (SELFIE) so that schools in the EU can, on a voluntary basis and using a set of common criteria, evaluate their digital capacity and develop and improve the way they use technologies for digital age learning. Further support Member States in providing high quality early childhood education and care and step up efforts to help them learn from each other and identify what works best. Offer policy guidance on the careers and professional development of teachers and school leaders by reinforcing peer le ...[+++]arning under Education and Training 2020 through a series of expert seminars and linking it to the European sectoral social dialogue in education; Develop online communities and resources for school professionals, including new eTwinning opportunities for student teachers, online networks for early career teachers and their mentors, online courses (including Massive Open Online Courses), exchange of best practice among providers of Initial Teacher Education and a Digital Competence Framework to support teachers' self-assessment and development; Building on existing cooperation, including on skills strategies and school resources, set up a demand driven technical support arrangement in cooperation with the OECD to help Member States who voluntarily seek assistance, to design and implement major school education reforms.

39. Calls on HEIs, public administrations, social partners and enterprises to lead an ongoing dialogue facilitating and enhancing employability; stresses, in this regard, the need to focus the discussion on the unused potential of higher education in terms of stimulating growth and employment; calls on EHEA countries and HEIs to enhance cooperation in order to ensure quality traineeships and apprenticeships and to strengthen mobility in this context; stresses that stakeholders should cooperate better to raise initial qualifications and renew a skilled workforce, as well as to improve the provision, accessibility and quality of guidanc ...[+++]e on careers and employment; considers, moreover, that work placements within study programmes and on‑the‑job learning should be further encouraged;