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Por ejemplo, en el año 2018, alrededor de un 40% de la población afrodescendiente en Colombia se encontraba en situación de pobreza en comparación con un 28% de la no afrodescendiente; en el Uruguay, el porcentaje de afrodescendientes en situación de pobreza era casi tres veces superior al de no afrodescendientes (en el Brasil y el Perú, ese porcentaje era aproximadamente dos veces superior) (CEPAL/UNFPA, 2020a).
Langue:Anglais
Ponctuation: 107.73 - https://www.cepal.org/es/event...descendientes-latinoamericanas
Source de données: un
Un paso clave en esta dirección sería generar un marco de políticas que incentive a los productores de la región a medir y reducir la huella ambiental de sus exportaciones", recalcó Keiji Inoue, Oficial Superior de Asuntos Económicos de la División de Comercio Internacional e Integración de la CEPAL.
Langue:Anglais
Ponctuation: 90.75 - https://www.cepal.org/pt-br/node/40166
Source de données: un
La situación general de acceso a la educación media y superior técnico profesional. .. 12 C. La oferta de formación técnica en la educación secundaria. ......................................... 19 D. Educación Superior Técnica Profesional. ....................................................................... 27 1. Oferta de Educación Superior Técnica ................................................................... 27 2.
Langue:Anglais
Ponctuation: 185.15 - https://www.cepal.org/es/docum...apacitacion-sector-rural-chile
Source de données: un
El porcentaje es levemente superior en las mujeres que en los hombres. Cuadro 2 Guatemala, Colombia y Perú: personas mayores con discapacidad, según grandes grupos de edad y sexo, censos de la década de 2010 (En porcentajes) Las personas mayores con discapacidad enfrentan barreras específicas para realizar las actividades de la vida diaria debido al COVID-19.
Langue:Anglais
Ponctuation: 30.95 - https://www.cepal.org/es/enfoq...nas-mayores-frente-al-covid-19
Source de données: un
Committments to promote apprenticeships Benefits System and policy level Social dialogue Tripartite and bipartite bodies Strategies and negotiations Checklist Regulatory framework Regulation at national level Regulation at sectoral level Regulation at enterprise level Quality assurance system Checklist Roles and responsibilities Young people and apprentices Enterprises and employers Workers’ representatives in enterprises In-company mentors/trainers/supervisors TVET institutions offering off-the-job training TVET teachers and trainers Local/sectoral coordination support services Trade unions Employers’ associations Ministries and public agencies responsible Checklist Funding arrangements Cost-benefit structure of Quality Apprenticeships Incentives to promote Quality Apprenticeships Checklist Labour market relevance Skills needs assessment and anticipation Use of information on skills needs Translating skills needs into training Guidance, counselling and support services Evaluation Checklist Inclusiveness Quality Apprenticeships and gender Quality Apprenticeships and people with disabilities Other vulnerable groups Small- and medium-sized enterprises (SMEs) Pre-apprenticeship training Checklist Programme and project level: The quality apprenticeship training life cycle Developing quality apprenticeship programmes Developing an institutional framework for social dialogue Steps and tips Tools Identifying skills needs in sectors and occupations Steps and tips Tools Developing occupational profiles and curricula based on skills needs assessments Steps and tips Tools Providing instructional and learning materials Steps and tips Tools Checklist Preparing quality training places Engaging and registering enterprises to provide apprenticeship training Steps and tips Tools Formulating apprenticeship agreements Steps and tips Tools: Formulating apprenticeship agreements Building partnerships in apprenticeship programmes Steps and tips Tools Ensuring the capacity of TVET providers to provide the off-the-job component of apprenticeships Steps and tips Tools Preparing staff to train and mentor apprentices Steps and tips Tools Checklist Organizing apprenticeship training Attracting candidates to join apprenticeship training Steps and tips Tools Recruiting apprentices Steps and tips Tools Developing a training plan Steps and tips Tools Effective training delivery methods Steps and tips Tools Monitoring, assessment and certification Steps and tips Tools Social inclusion Steps and tips Tools Checklist Post-training transitions and evaluation Transition to the labour market or into further education and training Steps and tips Tools Evaluation of quality apprenticeship programmes Steps and tips Tools Checklist Innovations and strategies Innovations and emerging trends in apprenticeships Technology-driven transformations in apprenticeships Addressing rising demand for digital skills to be delivered through apprenticeships Pre-apprenticeships Adult entrants to apprenticeships Modular and shorter apprenticeship programmes Higher level or degree-level apprenticeships Adapting apprenticeships to the needs of SMEs Strategies for promoting quality apprenticeships Creating an enabling environment for quality apprenticeships Making apprenticeships more attractive to enterprises and, in particular, to SMEs Making apprenticeships more attractive to young people Promoting inclusiveness in apprenticeships Promoting quality apprenticeships in the informal economy Country guides ILO home Topics Apprenticeships Publications and tools Digital toolkit for quality apprenticeships Module 6 - Innovations and strategies in apprenticeships ...
Langue:Anglais
Ponctuation: 85.4 - https://www.ilo.org/global/top...WCMS_751118/lang--en/index.htm
Source de données: un
The ILO is inviting its tripartite constituents as well as others with expertise in the world of work, including companies, foundations, civil society organizations and individuals, to share their views on the issues raised in the report and to provide any additional thoughts on the theme of the Future of Work.
Langue:Anglais
Ponctuation: 96.99 - https://www.ilo.org/global/top...WCMS_613362/lang--en/index.htm
Source de données: un
Exchange of information related to the implementation of the MLC, 2006 [pdf 387KB] See also Statements Statement of the Officers of the STC on the coronavirus disease (COVID-19) regarding increased collaboration between shipowners and charterers to facilitate crew changes - 15 December 2020 [pdf 437KB] New Statement of the Officers of the STC on the coronavirus disease (COVID-19) - 1 October 2020 [pdf 405KB] Publications Coronavirus (COVID-19) Vaccination for Seafarers and Shipping Companies: A Practical Guide | International Chamber of Shipping Coronavirus (COVID-19): Roadmap for Vaccination of International Seafarers | International Chamber of Shipping Video Practical Information on COVID-19 vaccination for seafarers (video) | ICS, ITF,IMHA, INTERTANKO Event Fourth Meeting of the Special Tripartite Committee of the Maritime Labour Convention, 2006 (MLC, 2006) - Part II (5 to 13 May 2022) © 1996-2022 International Labour Organization (ILO) | Copyright and permissions  | Privacy policy | Fraud alert | Disclaimer   Skip to top
Langue:Anglais
Ponctuation: 76.28 - https://www.ilo.org/global/sta...WCMS_679152/lang--en/index.htm
Source de données: un