{"id":131313,"date":"2020-08-11T18:34:10","date_gmt":"2020-08-11T22:34:10","guid":{"rendered":"https:\/\/fsc-ccf.ca\/references\/unique-individuals-broad-skills-inquiry-into-school-to-work-transition-3\/"},"modified":"2020-08-11T18:34:09","modified_gmt":"2020-08-11T22:34:09","slug":"unique-individuals-broad-skills-inquiry-into-school-to-work-transition-3","status":"publish","type":"reference","link":"https:\/\/fsc-ccf.ca\/fr\/references\/unique-individuals-broad-skills-inquiry-into-school-to-work-transition-3\/","title":{"rendered":"Unique individuals, broad skills: Inquiry into school to work transition"},"content":{"rendered":"

Cette enqu\u00eate, pr\u00e9sid\u00e9e par Andrew Laming, a examin\u00e9 les moyens d’assurer les \u00e9tudiants sont pris en charge de l’\u00e9cole au travail en mesurant le gain dans les \u00e9coles et comment cela contribue \u00e0 soutenir les \u00e9l\u00e8ves \u00e0 l’enseignement post-scolaire et de la formation. L’enqu\u00eate a \u00e9galement examin\u00e9 les possibilit\u00e9s de mieux informer les \u00e9tudiants de l’enseignement post-scolaire et une formation appropri\u00e9e en utilisant les r\u00e9sultats de l’emploi en tant que mesure de la pertinence du cours. La structure du rapport refl\u00e8te les conditions de l’enqu\u00eate de r\u00e9f\u00e9rence: chapitre deux se penche sur les enseignants et l’enseignement, y compris l’importance de la formation des enseignants en cours; chapitre trois explique et discute des mesures de de gain \u00bbdans les \u00e9coles, le Programme national d’\u00e9valuation – litt\u00e9ratie et de num\u00e9ratie (NAPLAN), l’admission tertiaire en Australie Rang (ATAR), des solutions de rechange \u00e0 NAPLAN et ATAR et adresses des comp\u00e9tences g\u00e9n\u00e9rales\u00bb; Le chapitre quatre programmes gouvernementaux destin\u00e9s \u00e0 aider les jeunes \u00e0 acqu\u00e9rir les comp\u00e9tences et l’exp\u00e9rience de travail dont ils ont besoin pour obtenir et conserver un emploi, la transition vers l’enseignement et la formation professionnels (EFP) et de l’universit\u00e9, et de l’apprentissage et de stages; et le chapitre cinq d\u00e9crit les probl\u00e8mes particuliers auxquels font face les \u00e9tudiants ayant un handicap. Traduit a\u0300 l'aide de Google Translate<\/p>\n","protected":false},"excerpt":{"rendered":"

Cette enqu\u00eate, pr\u00e9sid\u00e9e par Andrew Laming, a examin\u00e9 les moyens d’assurer les \u00e9tudiants sont pris en charge de l’\u00e9cole au travail en mesurant le gain dans les \u00e9coles et comment cela contribue \u00e0 soutenir les \u00e9l\u00e8ves \u00e0 l’enseignement post-scolaire et de la formation. L’enqu\u00eate a \u00e9galement examin\u00e9 les possibilit\u00e9s de mieux informer les \u00e9tudiants de l’enseignement post-scolaire et une formation appropri\u00e9e en utilisant les r\u00e9sultats de l’emploi en tant que mesure de la pertinence du cours. La structure du rapport refl\u00e8te les conditions de l’enqu\u00eate de r\u00e9f\u00e9rence: chapitre deux se penche sur les enseignants et l’enseignement, y compris l’importance de la formation des enseignants en cours; chapitre trois explique et discute des mesures de de gain \u00bbdans les \u00e9coles, le Programme national d’\u00e9valuation – litt\u00e9ratie et de num\u00e9ratie (NAPLAN), l’admission tertiaire en Australie Rang (ATAR), des solutions de rechange \u00e0 NAPLAN et ATAR et adresses des comp\u00e9tences g\u00e9n\u00e9rales\u00bb; Le chapitre quatre programmes gouvernementaux destin\u00e9s \u00e0 aider les jeunes \u00e0 acqu\u00e9rir les comp\u00e9tences et l’exp\u00e9rience de travail dont ils ont besoin pour obtenir et conserver un emploi, la transition vers l’enseignement et la formation professionnels (EFP) et de l’universit\u00e9, et de l’apprentissage et de stages; et le chapitre cinq d\u00e9crit les probl\u00e8mes particuliers auxquels font face les \u00e9tudiants ayant un handicap. [googletranslate_fr]<\/p>\n","protected":false},"template":"","reference-tag":[],"reference-type":[436],"class_list":["post-131313","reference","type-reference","status-publish","hentry","reference-type-white-paper"],"acf":{"citation":"Australian Government (2018). Unique individuals, broad skills: Inquiry into school to work transition. Canberra, Australia: Australian Government. Retrieved from https:\/\/www.aph.gov.au\/Parliamentary_Business\/Committees\/House\/Employment_Education_and_Training\/School_to_WorkTransition\/Report.","authors":"Australian Government","org":"Australian Government","year":"2018","title_fr":null,"editors_hidden":"","publication":"","publication_fr":null,"volume":"","issue":"","Series":"","SeriesNumber":"","page_range":"","publisher_city":"Canberra","publisher_state":"Australia","publisher":"Australian Government","abstract_en":null,"abstract_fr":null,"keywords":"","paywall":"0","doi":"","isbn":"9781743667767","url":"https:\/\/www.aph.gov.au\/Parliamentary_Business\/Committees\/House\/Employment_Education_and_Training\/School_to_WorkTransition\/Report","url_fr":null,"url_amazon":"","TRACK":"0"},"yoast_head":"\nUnique individuals, broad skills: Inquiry into school to work transition - Future Skills Centre \u2022 Centre des Comp\u00e9tences futures<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/fsc-ccf.ca\/fr\/references\/unique-individuals-broad-skills-inquiry-into-school-to-work-transition-3\/\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"1 minute\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/fsc-ccf.ca\\\/fr\\\/references\\\/unique-individuals-broad-skills-inquiry-into-school-to-work-transition-3\\\/\",\"url\":\"https:\\\/\\\/fsc-ccf.ca\\\/fr\\\/references\\\/unique-individuals-broad-skills-inquiry-into-school-to-work-transition-3\\\/\",\"name\":\"Unique individuals, broad skills: Inquiry into school to work transition - 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