Translation of "cours de pré-apprentissage " (French → English) :

pre-apprenticeship training

pre-retirement program [ pre-retirement programme | educational program for retirement ]

Definition: Episodic disorders in which both affective and schizophrenic symptoms are prominent but which do not justify a diagnosis of either schizophrenia or depressive or manic episodes. Other conditions in which affective symptoms are superimposed on a pre-existing schizophrenic illness, or co-exist or alternate with persistent delusional disorders of other kinds, are classified under F20-F29. Mood-incongruent psychotic symptoms in affective disorders do not justify a diagnosis of schizoaffective disorder.

training course for vocational trainers

Definition: A disorder characterized by eccentric behaviour and anomalies of thinking and affect which resemble those seen in schizophrenia, though no definite and characteristic schizophrenic anomalies occur at any stage. The symptoms may include a cold or inappropriate affect; anhedonia; odd or eccentric behaviour; a tendency to social withdrawal; paranoid or bizarre ideas not amounting to true delusions; obsessive ruminations; thought disorder and perceptual disturbances; occasional transient quasi-psychotic episodes with intense illusions, auditory or other hallucinations, and delusion-like ideas, usually occurring without external provocation. There is no definite onset and evolution and ...[+++]course are usually those of a personality disorder. | Latent schizophrenic reaction Schizophrenia:borderline | latent | prepsychotic | prodromal | pseudoneurotic | pseudopsychopathic | Schizotypal personality disorder

work-based learning [ workplace learning | on-the-job learning | onsite learning ]

young persons undergoing apprenticeships or post-educational training courses

Other aspects identified include the need to increase access to language learning for everyone after leaving formal education and to ensure a diverse range of opportunity, including summer schools and high quality distance-learning and e-learning.

The key priorities on internationalisation at home and digital learning for higher education institutions and Member States are to: – Capitalise on the international experiences and competences of the staff of HEIs, aiming to develop international curricula for the benefit of both non-mobile and mobile learners; – Increase the opportunities offered to students, researchers and staff to develop their language skills, particularly local language tuition for individuals following courses in English, to maximise the benefits of European linguistic diversity; – Develop opportunities for international collaboration via online learning and ex ...[+++]pand the use of ICTs and Open Education Resources for new delivery modes to widen access, internationalise curricula and pave the way for new forms of partnerships.

This platform, the world's biggest teachers' network, offers staff (teachers, head teachers, librarians, etc.) and pupils opportunities to communicate, collaborate and work on projects together. Develop a self-assessment tool on digital capacity (SELFIE) so that schools in the EU can, on a voluntary basis and using a set of common criteria, evaluate their digital capacity and develop and improve the way they use technologies for digital age learning. Further support Member States in providing high quality early childhood education and care and step up efforts to help them learn from each other and identify what works best. Offer policy guidance on the careers and professional development of teachers and school leaders by reinforcing peer le ...[+++]arning under Education and Training 2020 through a series of expert seminars and linking it to the European sectoral social dialogue in education; Develop online communities and resources for school professionals, including new eTwinning opportunities for student teachers, online networks for early career teachers and their mentors, online courses (including Massive Open Online Courses), exchange of best practice among providers of Initial Teacher Education and a Digital Competence Framework to support teachers' self-assessment and development; Building on existing cooperation, including on skills strategies and school resources, set up a demand driven technical support arrangement in cooperation with the OECD to help Member States who voluntarily seek assistance, to design and implement major school education reforms.

Yesterday I was pleased to be at an event that fused the informal learning with the more formal learning because I brought Pat Capponi and Diana Capponi to a workshop for the students of the Assistant Cook Extended Training program, ACET.