Translation of "performance d'apprentissage " (French → English) :

learning performance

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.

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.

learning complications | learning delays | learning difficulties | learning difficulty

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

Performing through Learning

learning management systems | LMS

Selection Versus Evolutionary Adaptation: Learning and Post-Entry Performance

online learning | on-line learning | virtual learning | e-learning | cyberlearning | tele-learning | distance learning

The overall performance of education and training systems must therefore be improved, within a lifelong learning perspective, to provide a better balance between initial and continuous vocational training, and to build bridges between different learning contexts.

It will feed into the overall monitoring of Europe 2020 but with a specific focus on Member States’ competitiveness performance and the possibility of mutual learning. This in turn should contribute to improve national policies as monitored through the national reform programmes[13].

The design and quality of education systems also have a strong impact on learners' participation and performance, and certain systemic factors may negatively influence learning progress.

The First European Vocational Skills Week (December 2016) and the Second European Vocational Skills Week (20–24 November 2017); ErasmusPRO supported by the Erasmus+ programme to boost long duration work-placements abroad for VET learners and apprentices – 50 000 young people could benefit over the years 2018–2020; A European Framework for Quality and Effective Apprenticeships – 14 criteria for the design and implementation of successful apprenticeship programmes; The European Alliance for Apprenticeships, which has so far mobilised over 750,000 places for young people.