Traduction de «Programme de formation en établissement » (Français → Anglais) :

8. Regrets the cuts in the operational funds for producer organisations in excess of EUR 3,3 million in both commitments and payments and also in aid to producer groups for preliminary recognition of EUR 1 million; observes that due to the continuing power imbalance in the chain, the position of family businesses are under pressure; stresses that producer groups strongly improve the position of primary producers by joining forces; calls to guarantee an ambitious budget for the operational funds for producer organisations; insists that both cuts will be reversed; calls on the Commission to use such operational funds in excess for ...[+++] training programmes, building partnerships and exchange of good practices for producer organizations;

58. States that the present education and training systems are not sufficient to prevent a high drop-out rate of people with disabilities without additional public policies offering specific learning support, since the figure relating to the Europe2020 objective represents a reduction to less than 10%; stresses that this leads to significant social and employment disadvantages, and resulting poverty, among people with disabilities, especially during the present economic crisis; stresses, given the high drop-out rate of persons with disabilities and in the light of the Council Conclusions of 11 May 2010 on the social dimension of education and training, the need to invest in and promote effective (including alternative) educational and (vocational) ...[+++] training programmes that are tailored to the needs, attributes and abilities of persons with disabilities, and notes that this calls for the availability of an adequate number of qualified and motivated professionals with sound and suitable programmes, as well as the availability of such programmes in the curricula of all vocational education and training and higher education establishments, including in extra-curricular programmes for people with disabilities, in order to combat negative attitudes towards children with disabilities and for them to obtain adequate qualifications for the modern and open labour market; calls on the Member States and the Commission to enable persons with disabilities to have better access to information about existing mobility and education programmes as well as equal access to Lifelong Learning programmes; notes, this being the case, that mainstreaming of anti-discrimination in Europe2020 and its flagship initiatives is needed in order to fulfil Article 24 of the UN CRPD;

58. States that the present education and training systems are not sufficient to prevent a high drop-out rate of people with disabilities without additional public policies offering specific learning support, since the figure relating to the Europe2020 objective represents a reduction to less than 10%; stresses that this leads to significant social and employment disadvantages, and resulting poverty, among people with disabilities, especially during the present economic crisis; stresses, given the high drop-out rate of persons with disabilities and in the light of the Council Conclusions of 11 May 2010 on the social dimension of education and training, the need to invest in and promote effective (including alternative) educational and (vocational) ...[+++] training programmes that are tailored to the needs, attributes and abilities of persons with disabilities, and notes that this calls for the availability of an adequate number of qualified and motivated professionals with sound and suitable programmes, as well as the availability of such programmes in the curricula of all vocational education and training and higher education establishments, including in extra-curricular programmes for people with disabilities, in order to combat negative attitudes towards children with disabilities and for them to obtain adequate qualifications for the modern and open labour market; calls on the Member States and the Commission to enable persons with disabilities to have better access to information about existing mobility and education programmes as well as equal access to Lifelong Learning programmes; notes, this being the case, that mainstreaming of anti-discrimination in Europe2020 and its flagship initiatives is needed in order to fulfil Article 24 of the UN CRPD;

the setting of training standards, the development of existing training programmes and, where appropriate , the development of existing training modules and new modules using online learning to provide a common core of training for officials relating to the full range of customs rules and procedures so as to enable them to acquire the necessary professional skills and knowledge;

(a) the setting of training standards, the development of existing training programmes and, where necessary, new programmes to provide a common core of training for officials relating to the full range of customs rules and procedures so as to enable them to acquire the necessary professional skills and knowledge;

For example: training modules for journalists on the representation of children in the media; European Charter for operators of child helplines and a scheme for the identification of their competencies; training of teachers and professionals on the evaluation of the programmes in the educational field to prevent child sexual abuse particularly in vulnerable groups; a drama workshop for self-empowerment of girls and a training programme for teachers and social workers in the prevention of violence and sexual abuse against young women; training resource pack for the workplace to increase awareness of domestic violence, targeting both t ...[+++]rade union members and employers; domestic violence intervention, best practice intervention model, manuals and training materials to work with perpetrators of domestic violence and their (ex) partners; a website for training health professionals on how to deal with domestic violence; animated video and written materials addressing the problems of gender and violence in schools.