Şunu aradınız:: preschool (İngilizce - Maltaca)

efforts to address this should start at the preschool level of education.
l-isforzi li jindirizzaw dan għandhom jibdew fil-livell tal-edukazzjoni ta' qabel l-iskola obbligatorja.

when comparing preschool children with adolescents these differences became statistically significant.
meta t- tfal ta ’ qabel l- età ta ’ l- iskola tqabblu ma ’ adolexxenti, dawn id- differenzi saru statistikament

covering the full range of schools, from preschool to secondary, the comenius programme
bejn l-2000 u l-2006, 245 000 apprendist, kif ukoll madwar 42 000 professjonist li jagħtu taħriġ, akkwistaw esperjenza ta’ taħriġ u ta’ xogħol f’pajjiż barrani.

similarly, czech republic introduced in april 2015 a compulsory year of preschool education.
b'mod simili, f’april 2015 ir-repubblika Ċeka introduċiet sena obbligatorja ta' edukazzjoni preprimarja.

in this case, any other children of preschool age in the family are also entitled to the benefit.
f’dan il-każ, id-dritt għallallowance jinfirex ukoll għall-ulied l-oħra tal-familja ta’ l-età ta’ qabel l-iskola.

at least 95% of children between four and the age for compulsory schooling should take part in preschool learning.
mill-inqas 95 % tat-tfal bejn l-età ta’ erba’ snin u l-età tal-edukazzjoni obbligatorja għandhom jieħdu sehem fit-tagħlim ta’ qabel l-iskola.

education policy-makers have an interest in enhancing the reach and rigour of preschool and childcare for all its residents.
dawk li jfasslu l-politika edukattiva għandhom interess fi t-titjib tal-medda u r-rigorożità ta’ tagħlim qabel l-iskola u tal-kura tat-tfal għar-residenti kollha tagħha.

this is shown by increased funds allocated to building kindergartens and legislative changes in several member states to introduce or extend compulsory preschool education.20
dan jidher permezz ta’ żieda fil-fondi allokati għall-bini ta’ kindergartens u fil-bidliet leġiżlattivi f’diversi stati membri biex dawn jintroduċu jew jestendu l-edukazzjoni obbligatorju ta’ qabel l-iskola20.

the lack of preschool places and the imbalanced distribution of family tasks make reconciling work and home life problematic and hamper women's career advancement.
in-nuqqas ta’ faċilitajiet ta’ edukazzjoni preprimarja u l-iżbilanċ fit-tqassim tal-kompiti fil-familja huma problema għall-konċiljazzjoni bejn il-ħajja professjonali u l-ħin personali, u dan jirrappreżenta ostakli serji għall-avvanz professjonali tan-nisa.

in sweden, interpretation must be provided if necessary at special introductory meetings held with newly arrived families in order to explain the rights and basic values related with preschool and school education.
fl-iżvezja, l-interpretazzjoni trid tkun ipprovduta jekk meħtieġa waqt laqgħat introduttorji speċjali li jsiru ma’ familji ġodda sabiex jiġu spjegati d-drittijiet u l-valuri bażiċi relatati mal-edukazzjoni ta’ qabel l-iskola u tal-iskola.

training in secondlanguage education can be required of preschool teachers and accompanied by new recruitment procedures prioritising secondlanguage teachers and caregivers who are foreign-born and professionally-trained.
it-taħriġ fl edukazzjoni tat-tieni lingwa jista’ jintalab mill-għalliema tal-kindergartens u jkun akkumpanjat minn proċeduri ġodda ta’ reklutaġġ li jipprijoritizzaw lill-għalliema tat-tieni lingwa u dawk li joffru l-kura li jkunu twieldu u tħarrġu b’mod professjonali barra.

immigrant youth, education and the labour market school segregation, ministries of family and social affairs on preschool education, or ministries of employment and equal opportunities working on labour market integration programmes.
iż-żgħażagħ immigranti, l-edukazzjoni u s-suq tax-xogħol ministeri għall-akkomodazzjoni u l-iżvilupp urban fis-segregazzjoni fl-iskejjel, il-ministeri għall-familja u l-affarijiet soċjali fuq l-edukazzjoni ta’ qabel l-iskola, jew il-ministeri għall-impjieg u l-opportunitajiet indaqs li jaħdmu fuq programmi ta’ integrazzjoni fi s-suq tax-xogħol.

a comprehensive approach will involve outreach activities, early childhood education and care, financial literacy and health awareness initiatives, social housing, preschool facilities, community centres and social enterprises.
l-approċċ komprensiv jinvolvi attivitajiet ta' komunikazzjoni, l-edukazzjoni bikrija tat-tfal u l-indukrar tagħhom, il-litteriżmu finanzjarju u inizjattivi ta’ sensibilizzazzjoni dwar is-saħħa, l-akkomodazzjoni soċjali, il-faċilitajiet ta’ qabel l-iskola, iċ-ċentri tal-komunità u l-intrapriżi soċjali.

in education, the funding will provide new training for teachers, help to build new centres for special needs education, and enable children living in some of jordan's poorest areas to have access to preschool education.
fl-edukazzjoni, il-finanzjament se jipprovdi taħriġ ġdid għall-għalliema, se jgħin biex jinbnew ċentri ġodda għall-edukazzjoni ta' persuni bi bżonnijiet speċjali, u se jippermetti li tfal li jgħixu fi wħud mill-ifqar inħawi tal-Ġordan ikollhom aċċess għall-edukazzjoni preprimarja.

(3) the communication of the commission on lifelong learning15 and the subsequent council resolution of 27 june 2002 on lifelong learning16 identified “the new basic skills” as a priority, and stressed that lifelong learning must cover the preschool age to that of post-retirement.
(3) il-komunikat tal-kummissjoni dwar it-tagħlim matul il-ħajja15 u r-riżoluzzjoni sussegwenti tal-kunsill tas-27 ta’ Ġunju 2002 dwar it-tagħlim matul il-ħajja16 identifikaw il-“ħiliet bażiċi ġodda” bħala prijorità, u enfasizzaw li t-tagħlim matul il-ħajja għandu jkopri minn qabel l-età ta’ l-iskola sa wara l-irtirar.