work-based learning | workplace learning | workplace-based learning | WBL [Abbr.]

training and work experience contract

Year of Training and Work

Department of Post-Secondary Education, Training and Labour [ Department of Advanced Education and Labour | Department of Advanced Education and Training | Department of Community Colleges | Department of Continuing Education ]

ad hoc training on the job

develop ergonomics in work place | impart ergonomics in work place | raise awareness of ergonomics in work place | teach ergonomics in work place

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

digitise documents | scan documents

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

Relaunching and continuing lifelong learning strategies and addressing the transition phases within education and training, while promoting, through high-quality guidance, transitions to and between vocational education and training, higher education and adult learning, including non-formal and informal learning, and from education and training to work

The guidelines also specifically call on Member States to encourage work-based learning systems such as dual learning and to upgrade professional training.

39. Is of the opinion that high quality training is a vital aspect of judicial reform and welcomes the fact that over 30 % of TAIEX activities are devoted to Justice, Freedom and Security, but questions the relevance of the objective indicators defined in the project fiches, which are used to measure the added value of training activities; points out that indicators such as ‘quality and quantity of training activities carried out by trainers’ or ’trained judicial advisors satisfied with the training’ mainly focus on output and overlook outcomes; points out, for instance, that the fact that participants state in a questionnaire that tra ...[+++]ining will influence their work is not in itself an impact indicator; calls, therefore, on the Commission to further fine-tune its training-related indicators and to organise a thorough impact assessment of the training activities implemented in the candidate and potential candidate countries;

70. Calls on the EU and Member States to foster cooperation and synergies between the education-training sector and enterprises to anticipate skills‘ needs and adapt education and training systems to the needs of the labour market with the objective of providing the workforce with the necessary skills, based on changing working environments and the individual needs of an ageing workforce, and facilitating the transition from education and training to work;