Translation of "apprentissage renforcé " (French → English) :

reinforcement learning [ graded training ]

Being Learning Partners : Strengthening the Conversation

reinforcement learning

Knowledge acquisition disability NOS Learning:disability NOS | disorder NOS

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.

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.

learning and community building strategy

reinforcement learning

corrugation vane | reinforced strip | reinforcing strip

community-based learning | CBL [Abbr.]

That is why the European Commission will upgrade the current Network of the National Contact Points on Integration into a European Integration Networkwith a stronger coordination role and mutual learning mandateThe Commission will support exchanges between Member States within the Network through targeted learning activities such as study visits, peer reviews, mutual assistance and peer learning workshops on specific aspects of integration.

To advance the quality, supply, attractiveness and inclusiveness of apprenticeships and work-based learning in vocational education and training, the Commission will propose a QualityFramework for Apprenticeships setting out key principles for the design and delivery of apprenticeships at all levels, with sufficient flexibility to apply to very different Member State systems.

This will be pursued among other by reinforcing the European Alliance for Apprenticeships through the launch of a demand driven support service, supporting countries to introduce or reform apprenticeships systems, developing a quality framework for apprenticeships – as envisaged in the 2017 Commission Work Programme – and support the development of Joint European VET/apprenticeship qualifications through a specific Erasmus+ call. Supporting better quality of VET programmes, building upon EQAVET, the European framework for quality assurance in VET implemented since 2009.

The Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning (4), which identifies opportunities and mechanisms that enable knowledge, skills and competences acquired through non-formal and informal learning to play an important role in enhancing employability and mobility, as well as increasing motivation for lifelong learning.