Canadian Association for the Prevention of Discrimination and Harassment in Higher Education [ CAPDHHE | Canadian Association Against Sexual Harassment in Higher Education ]

Canadian Association for the Prevention of Discrimination and Harassment in High Education

education community [ academic community | educational milieu ]

vocational education [ commercial school | technical school | vocational school | Vocational training(STW) | professional education(UNBIS) ]

level of education [ level of training ]

junior lecturer | university assistant instructor | assistant lecturer | assistant lecturer in university

Lowenstein-Jensen culture medium | Lowenstein-Jensen medium

marine environment | ocean environment

Education || Ensure access to and completion of a full cycle of quality basic education including lower secondary, equally to boys and girls Could include early childhood development, completion of primary and lower secondary education, transition from primary to lower secondary education || Ensure comprehensive basic, transferrable and technical skills for all to fully participate in society Could include learning outcomes, availability and qualification of teachers, education to work transition, education and training opportunities for adults || Reduce the illiteracy rate amongst the adult population Could include adult and youth literacy, gender gaps || Eliminate inequalities in education, taking specific measures to reach the disadvanta ...[+++]ged individuals and groups at risk of discrimination, including disabled persons, ethnic minorities, migrants and refugees Could include disaggregation of enrolment, completion and learning outcomes by gender, rural/urban, wealth quintile, geographical location and other specific vulnerable groups according to country context, as well as cost of education || Strengthen the links between education, research and innovation and promoting knowledge creation and sharing Could include business-academia collaboration, innovative curricula and training related to green, digital and sustainable economies and societies ||

There is a convergence in the roles of teachers and trainers: a trainer in a work-based setting will need more pedagogical competences and must play a supportive and mentoring role; while a teacher in a school will need, like a trainer, a good understanding of work practices.

Currently just a quarter of students in upper secondary vocational education attend work-based programmes, while general and higher education programmes rarely include any work-based experience. Business-education partnerships, involving all sectors and levels of education and training, can unlock this potential.

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.