(d)

developing quality assurance instruments in online education and training.

(c)

promoting the benefits of mobility among secondary education and training institutions and learners and their families and promoting the benefits of hosting mobility among employers.

(c)

promoting the benefits of mobility among secondary education and training institutions, learners and their families and promoting the benefits of hosting mobility among employers.

(8)

The availability, accessibility and affordability of high quality childcare facilities are furthermore key factors that allow women, and also men, with care responsibilities to participate in the labour market, as recognised by the 2002 Barcelona European Council, the European Pact for Gender Equality and the Commission’s Work-Life Balance Communication adopted on 26 April 2017. Women’s employment is directly contributing to improving the socioeconomic situation of the household and to economic growth.

(8)

The availability, accessibility and affordability of high quality childcare facilities are furthermore key factors that allow women, and also men, with care responsibilities to participate in the labour market, as recognised by the 2002 Barcelona European Council, the European Pact for Gender Equality and the Commission’s Work-Life Balance Communication adopted on 26 April 2017 , and should be promoted in line with principle 2 of the European Pillar of Social Rights . Women’s employment is directly contributing to improving the socioeconomic situation of the household and to economic growth.

(23)

This Recommendation seeks to establish a shared understanding of what quality means in the early childhood education and care system. It sets out possible actions for governments to consider, according to their specific circumstances. This Recommendation also addresses parents, institutions and organisations, including social partners and civil society organisations seeking to enhance the sector.

(23)

This Recommendation seeks to establish a shared understanding of what quality means in the early childhood education and care system. It sets out possible actions for all the relevant levels of governance, including local and regional, to consider, according to their specific circumstances. This Recommendation also addresses parents, institutions and organisations, including social partners and civil society organisations seeking to enhance the sector.

(d)

aiming at equipping staff with the competences to respond to the individual needs of children from difference background and with a special educational need or disability, preparing staff to manage diverse groups.

(d)

equipping staff with the competences to respond to the individual needs of children from difference background and with a special educational need or disability, preparing staff to manage diverse groups.

(1)

In the Communication ‘Strengthening European Identity through Education and Culture’ the European Commission sets out the vision of a European Education Area in which high-quality, inclusive education, training and research are not hampered by borders; spending time in another Member State to study, learn or work has become the standard; speaking two languages in addition to one’s mother tongue is far more widespread; and people have a strong sense of their identity as Europeans, as well as an awareness of Europe’s cultural heritage and its diversity.

(1)

In the Communication ‘Strengthening European Identity through Education and Culture’ the European Commission sets out the vision of a European Education Area in which high-quality, inclusive education, training and research are not hampered by borders; spending time in another Member State to study, learn or work has become the standard; speaking two languages in addition to one’s mother tongue is far more widespread; and people have a strong sense of their identity as Europeans, as well as an awareness of Europe’s cultural heritage and its diversity and opportunities .

(1)

Explore ways to help all young people to acquire — in addition to the language of schooling — proficient user level in at least one other European language before the end of upper secondary education and training and encourage the acquisition of an additional (third) language to the level of independent user.

(1)

Explore ways to help all young people to acquire — in addition to the language of schooling — proficient user level in at least one other European language before the end of upper secondary education and training and encourage the acquisition of an additional (third) language to the level of independent user , including particular emphasis on oral language practice and experience, and ensuring adequate access to quality tuition for all learners .

(4)

As part of such comprehensive strategies, support the development of language awareness in schools and training centres by:

(4)

As part of such comprehensive strategies, support the development of language awareness in schools and training centres by:

(a)

actively supporting the mobility of learners, including by making use of opportunities provided by the relevant EU funding programmes;

(a)

actively supporting the mobility of learners, including by making use of opportunities provided by the relevant EU funding programmes;

(b)

enabling teachers to address the use of specific language in his or her respective subject area;

(b)

enabling teachers to address the use of specific language in his or her respective subject area;

(c)

strengthening the competence in the language of schooling as the basis for further learning and educational achievement in school for all learners, and especially those from migrant or disadvantaged backgrounds;

(c)

strengthening the competence in the language of schooling as the basis for further learning and educational achievement in school for all learners, and especially those from migrant backgrounds, including the situation whereby large numbers of Europeans are returning due to political and humanitarian crises, or disadvantaged backgrounds or those with special educational needs and disabilities;

(d)

valuing linguistic diversity of learners and using it as a learning resource including involving parents and the wider local community in language education;

(d)

valuing linguistic diversity of learners and using it as a learning resource including involving parents and the wider local community in language education;

(e)

offering opportunities to assess and validate languages competences that are not part of the curriculum, but have been acquired by learners elsewhere, including through expanding the range of languages that can be added to learners’ school leaving qualifications.

(e)

offering opportunities to assess and validate languages competences that are not part of the curriculum, but have been acquired by learners elsewhere, including through expanding the range of languages that can be added to learners’ school leaving qualifications.

(5)

Support teachers, trainers and school leaders in the development of language awareness by:

(5)

Support teachers, trainers and school leaders in the development of language awareness by:

(a)

investing in the initial and continuing education of language teachers to maintain a broad language offer in compulsory education and training;

(a)

investing in the initial and continuing education of language teachers to attract and retain staff in order to maintain a broad language offer in compulsory education and training;

(b)

including preparation for linguistic diversity in the classroom in initial education and continuous professional development of teachers and school leaders;

(b)

including preparation for linguistic diversity in the classroom in initial education and continuous professional development , including informal and non-formal learning, of teachers and school leaders;

6)

Encourage research in and use of innovative, inclusive and multilingual pedagogies, including the use of digital tools and Content and Language Integrated Learning.

(6)

Encourage research in and use of innovative, inclusive and multilingual pedagogies, including the use of digital tools, audiovisual, cinematographic and musical works and Content and Language Integrated Learning.

(8)

(1)

Support the follow-up of this Recommendation by facilitating mutual learning among Member States and developing in cooperation with Member States:

(1)

Support the follow-up of this Recommendation by facilitating mutual learning among Member States and developing in cooperation with Member States and drawing on the experience of relevant cross-border and territorial cooperation projects implemented by local and regional authorities, where appropriate :