Vertaling van "Practice-based educator " (Engels → Nederlands) :

practice educator | practice-based educator | practice placement facilitator | social work practice educator

theory and practice of education and care | holistic education and care | social pedagogy

computer aided instruction | computer assisted instruction | computer-aided teaching | computer-assisted teaching | computer-based education | computer-based instruction | CAI [Abbr.] | CAT [Abbr.] | CBE [Abbr.] | CBI [Abbr.]

evidence-based approach in primary care | evidence-based medicine in general practice | evidence-based approach in general practice | evidence-based approach in medical care

regulatory policy [ better lawmaking | better law-making | better regulation | good regulatory practice | outcome-based regulation | performance-based regulation | REFIT | regulatory fitness | Regulatory Fitness and Performance Programme | regulatory governance | regulatory improvement | regulatory quality | regulatory reform | smart regulation ]

practical knowledge base

15. Underscores the importance of dual education and training systems, focusing particularly on STEM subjects and combining practice-based education in vocational schools with learning in the workplace, since this has proved the most effective means of smoothing the transition from school to labour market;

15. Underscores the importance of dual education and training systems, focusing particularly on STEM subjects and combining practice-based education in vocational schools with learning in the workplace, since this has proved the most effective means of smoothing the transition from school to labour market;

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 ...

optimising ICT-supported learning and access to high quality Open Educational Resources (OERs), for instance by supporting ICT-based teaching and assessment practices, by promoting the transparency of rights and obligations of users and producers of digitised content, and by supporting education and training institutions in adapting to the emergence of OERs, with particular regard to quality assurance and monitoring.