Traduction de «Pré-apprentissage » (Français → Anglais) :

pre-apprenticeship training

Knowledge acquisition disability NOS Learning:disability NOS | disorder NOS

Definition: Disorders in which the normal patterns of skill acquisition are disturbed from the early stages of development. This is not simply a consequence of a lack of opportunity to learn, it is not solely a result of mental retardation, and it is not due to any form of acquired brain trauma or disease.

Definition: A disorder characterized by impairment of memory, learning difficulties, and reduced ability to concentrate on a task for more than brief periods. There is often a marked feeling of mental fatigue when mental tasks are attempted, and new learning is found to be subjectively difficult even when objectively successful. None of these symptoms is so severe that a diagnosis of either dementia (F00-F03) or delirium (F05.-) can be made. This diagnosis should be made only in association with a specified physical disorder, and should not be made in the presence of any of the mental or behavioural disorders classified to F10-F99. The d ...[+++]isorder may precede, accompany, or follow a wide variety of infections and physical disorders, both cerebral and systemic, but direct evidence of cerebral involvement is not necessarily present. It can be differentiated from postencephalitic syndrome (F07.1) and postconcussional syndrome (F07.2) by its different etiology, more restricted range of generally milder symptoms, and usually shorter duration.

learning complications | learning delays | learning difficulties | learning difficulty

community-based learning | CBL [Abbr.]

classroom learning [ c-learning | traditional classroom learning | conventional learning | traditional learning | instructor-led learning | bricks-and-mortar learning | onground learning ]

* The specificities of non-formal learning in the youth field, its objectives and tasks should be looked at in more detail, and the relevance of non-formal education and the complementary character of formal and non-formal learning should be made more visible; dialogue between the relevant actors in the field, as well as social partners, researchers and policy makers, will be needed with a view to improving the recognition of non-formal learning.

Expenditure by enterprises on continuing vocational training has increased in the period 1993-1999 (from about 1.6 % to about 2.3 % of total labour costs, i.e. from about 0.8% to 1.1 % of GDP) and may have increased somewhat more since, but it remains insufficient to ensure the "adequate resourcing" called for in the Communication on lifelong learning.

Pre-accession assistance was intended, in part, to be a learning exercise for the countries concerned on how to use the finance effectively before receiving much larger funds after accession.

12. Is concerned about the fact that, in some cases and sectors, there is, along with job losses, a decline in job quality, an increase in precarious forms of employment and a deterioration of basic labour standards; stresses that Member States need to make dedicated efforts to address the increase in involuntary part-time employment and temporary contracts, payless internships and apprenticeships, and bogus self-employment, as well as the activities of the black economy; notes, furthermore, that even though the setting of wages does not fall within the competences of the EU the programmes have had an impact on minimum wages: in Irelan ...[+++]d it became necessary to reduce the minimum wage by nearly 12 % (a decision which, however, was later changed), and in Greece a radical cut of 22 % was decreed;