Vertaling van "istruzione dei genitori " (Italiaans → Engels) :

8. Is concerned that more than 20 Member States have reduced education expenditure in relative terms (as a percentage of GDP), thereby jeopardising their growth and competitiveness, which also suffer from the mismatch between labour needs and the actual qualifications of the workforce; points out that reducing such investment will increase the EU’s structural weakness, given the growing need for highly skilled workers and the fact that in many Member States a high proportion of the workforce is currently low-skilled; warns that, according to Eurostat, almost half of all children whose parents had a low education level were at risk of p ...[+++]overty in the EU27 in 2011, compared with 22 % of those with parents with a medium education level and 7 % of those with parents with a high education level, with the largest differences found by Eurostat being in Romania (78 % of children in low education level households compared with 2 % in high education level households), the Czech Republic (76 % and 5 %), Slovakia (77 % and 7 %), Bulgaria (71 % and 2 %) and Hungary (68 % and 3 %);

There is a clear link between child mortality rates and the level of parental education. A 10% increase in girls' enrolment in primary school would bring a substantial improvement in infant and maternal mortality rates.

They should, accordingly, be promoted and encouraged. Some of the principal elements of such schemes are: encouraging teachers and other staff to promote closer links with parents and local communities, including the world of work; action with parents in response to their identified needs and including their appropriate involvement in the work of the school; particular attention to the difficulties of transition between the different levels of school; encouraging third-level colleges to develop links with schools in order to promote greater participation at third level by students from groups that have traditionally been under represented; fostering links between educational and training institutions ...[+++] and the world of work.

Some key elements within the school plan, objectives or mission statement, are: strategies for motivating pupils and for building up their confidence and self-esteem; pupil assessment including monitoring of literacy and numeracy skills; curricular implementation and teaching/learning methodologies; early identification and remediation of learning difficulties as well as the monitoring of school attendance with appropriate action where necessary; strategies in relation to the use of new technologies; strategies for improving parental and community involvement in schools; appropriate cooperative links to ensure successful transition ...[+++] of pupils from one level of education to the next and to further education and training and to the world of work as appropriate; and extra curricular activities 2".

As a follow-up to the relevant Council Resolution it is necessary to: - enable partner countries to define and implement their own education and training policies; to ensure continuity and sustainability, medium- and long-term commitment on the part of governments as well as donors is required; - support improvements in the effectiveness of education and training systems; improved access to education must be accompanied by minimum quality if pupils are to gain the necessary knowledge, skills and attitudes; this requires promoting efficient management, quality, relevance and gender ...[+++] sensitivity of education and training structures; cost to parents for basic education should be such that they can afford to send their children to school; - in view of the above, support the balanced expansion of education and training capacities, giving priority to basic education and ensuring a significant acceleration in access by girls and equitable provision to disadvantaged groups.

The development of transnational pilot projects on cooperation in education has produced important results in terms of experience, even though the projects were only on a very small scale: * creation of a network of 208 training institutions to promote the European dimension in the training of teachers and teacher trainers; * since 1989 1 600 teachers have taken part in exchanges to establish links between schools with a view to promoting the European dimension in education; * 40 school partnerships involving 160 schools have been formed to foster cooperation between schools; * since 1978, 6 000 education specialists have participated ...[+++] in study visits organised under the ARION programme, with the focus on priority subjects specified by the Council or Member States; * 300 projects on schooling for the children of migrants, itinerant workers and gypsies have been implemented to date; * 200 projects in the field of new information technologies in education have led to exchanges of information, practices and methods.