Übersetzung für "Further education practitioner " (Englisch → Deutsch) :

practitioner in further education | teacher of further education | further education practitioner | further education teacher

instruct further education | teaches further education | teach further education | teaching further education

continuing education | continuing education and training | further education | further education and training

FE director | further education director | arts conservatory director | further education principal

further education (1) | advanced training (2) | progressive training (3) | supplementary training (4) | further training (5)

State further education adviser's diploma

further education of teachers

Swiss Commission for Technical and Further Education [ SFTAFE ]

The Commission will: 1. Set up multi-stakeholder partnerships in order to - Improve the identification of labour-market mismatches between demand and supply of ICT-related job profiles - mobilise organisations and networks offering design, provision and certification of ICT skills training initiatives, with special focus on employability and certification of informal competences; - support awareness raising campaigns (European e-Skills Week[56], Get Online week), and promote ICT careers in order to attract and involve young people and underrepresented profiles such as women, mid-career workers and vulnerable groups; 2. Strengthen the European e-skills framework - by creating by 2013 a specialised section focusing on ICT careers on the Eur ...[+++]opean Skills Panorama website; - by further elaborating in 2012 the European e-Competences framework developed by CEN[57] to provide by 2013 descriptors of digital competences and a self-assessment tool for all learners which will be integrated in the forthcoming European Skills Passport; - by developing in 2013 European guidelines for e-learning based on business needs and best practices including industry-led initiatives; - by promoting short-cycle qualifications, both in higher education or vocational education and training, to provide focused and applied e-skills; 3. Support an increase in highly qualified ICT labour force - by developing during 2012 quality labels for ICT industry-based training and certifications compatible with the European quality assurance reference framework for vocational education and training (EQAVET); and developing in 2013 a pilot providing an interactive landscape of the ICT industry certifications and an online self-assessment test for ICT practitioners; - by promoting synergies between actions in the fields of ICT skills, entrepreneurship and cloud computing in the context of the forthcoming EU action plan on cloud computing; - further develop the EU initiative on e-leadership launched in ...

R. whereas the time is ripe to take matters further, beginning with a no-holds-barred discussion of legal training for judges and practitioners and legal education at a forum involving the participation of members of the judiciary, the relevant national authorities – including councils for the judiciary and judicial training schools – and the Academy of European Law (ERA), the European Judicial Training Network (EJTN), the European Network of Councils for the Judiciary (ENCJ) and the European Law Institute (ELI);

R. whereas the time is ripe to take matters further, beginning with a no-holds-barred discussion of legal training for judges and practitioners and legal education at a forum involving the participation of members of the judiciary, the relevant national authorities – including councils for the judiciary and judicial training schools – and the Academy of European Law (ERA), the European Judicial Training Network (EJTN), the European Network of Councils for the Judiciary (ENCJ) and the European Law Institute (ELI);

enhancing, including through initial education and further training, the professional profile and standards of guidance practitioners, and promoting their competences and skills, in particular with regard to the provision of information, counselling and support, in order to better respond to the needs and expectations of both citizens and policymakers,