apprenticeship market

e-learning market [ online learning market | virtual learning market ]

corporate e-learning market [ corporate online learning market ]

Knowledge acquisition disability NOS Learning:disability NOS | disorder NOS

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.

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

Labour Market Training Act [ An Act to provide for the establishment of national standards for labour market training, apprenticeship and certification ]

community-based learning | CBL [Abbr.]

action learning | active learning

75. Stresses the need to exchange and validate best practices between Member States, and regional and local authorities, as well as to compare and measure their effectiveness, in particular in relation to dual and vocational education and apprenticeship and traineeship systems and curricula, learning outcomes of non-formal and informal learning, and lifelong learning strategies, while acknowledging the specificities of each labour market and education system; points to the Euro Apprenticeship platform as one of the key tools for developing European partnerships and exchanging best practices regarding apprenticeships;

75. Stresses the need to exchange and validate best practices between Member States, and regional and local authorities, as well as to compare and measure their effectiveness, in particular in relation to dual and vocational education and apprenticeship and traineeship systems and curricula, learning outcomes of non-formal and informal learning, and lifelong learning strategies, while acknowledging the specificities of each labour market and education system; points to the Euro Apprenticeship platform as one of the key tools for developing European partnerships and exchanging best practices regarding apprenticeships;

35. Reiterates that continuous updating of knowledge and skills is essential for successful labour market integration, and notes that OERs can contribute to facilitating the lifelong learning that is necessary in order to remain competitive on the labour market; encourages a more gender-balanced use of ICT with a view to ensuring that women who remain outside the labour market for a given period, for example for maternity or other family care tasks, are also able to benefit from this type of training to update their skills and educate themselves, thereby improving their future re-employment opportunities on the labour market;

The European Commission, in a series of recent strategy papers, has highlighted these challenges – greatly expanding the student population, raising quality and aligning teaching and learning more closely to wider societal and labour market needs[1]; adapting to globalisation and the huge growth in higher education students and institutions across the world, challenging Europe's position as a world leader in education[2]; and improving and widening the delivery of higher education by harnessing new technologies such as MOOCs and virtual or blended learning[3].