Traduction de «Taux de formation professionnelle » (Français → Anglais) :

frequency of vocational training

Action programme for the training and preparation of young people for adult and working life | Action Programme for the vocational training of young people and their preparation for adult and working life | PETRA [Abbr.]

vocational training [ distance training | e-training | manpower training | pre-vocational training | sandwich training ]

completed professional training | completed vocational training

Career/vocational officer

Vocational training

continuing vocational training [ lifelong vocational training ]

Cedefop [ European Centre for the Development of Vocational Training ]

dual system of vocational education and training | VET programme with three learning locations

Confederation's contribution to VET/PET costs

The issue of maintaining and improving quality at work has been addressed mainly through four aspects: training (the Law for Vocational Training, announced in last year's NAP, has been adopted in June 2002); job stability (measures implemented in previous years have led to only a slight reduction in the rate of fixed-term employment); health and safety at work (not developed to the full extent in the NAP); and equal opportunities (actions have been reinforced in the 2002 NAP compared with previous years).

Actions were deployed in each of the four pillars of the initiative: (i) a Council Recommendation targeting early school leaving was formulated in 2011[20] and gave impetus to national action to reduce dropout rates, and cooperation at European level in the field of vocational education and training was strengthened; (ii) modernising higher education has been at the core of a Communication from the Commission; (iii) mobility was fostered through a range of instruments, notably the new integrated approach of the Erasmus+ programme, the European Skills Passport or the scheme "Your First EURES job" aimed at providing labour market opportu ...[+++]nities for young people in the 28 Member States; (iv) to fight against youth unemployment and inactivity, a Council Recommendation[21] establishing Youth Guarantees[22] was adopted and Youth Guarantee schemes were launched – they can be supported by the European Structural and Investment Funds and the Youth Employment Initiative, for Member States with regions showing a youth unemployment rate of above 25%.

R. whereas, by virtue of their emphasis on practical skills, dual education systems that combine classroom teaching with vocational training, and combined academic-vocational degree courses existing in a number of Member States, have proven their value during the crisis; whereas the Commission has repeatedly noted that effective dual education systems can guarantee a steady supply of qualified workers while keeping youth unemployment rates low;

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 (vo ...[+++]cational) 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;