Since 2008, Europe has been suffering from the effects of the economic crisis. Most effected by the crisis, are SMEs that have not yet been able to return to their pre-crisis level (Entrepreneurship 2020 Action Plan). At the same time, “Small and Medium Enterprises (SMEs) are the backbone of Europe’s economy” (Jean-Claude Juncker, President of the European Commission). They represent 99% of all businesses in the EU. Thus, in order to ensure economic prosperity, innovation, job creation and social integrations, it is essential to ensure SMEs growth and to enhance entrepreneurship mindset and competences.

Entrepreneurial mindset is a set of attitudes, skills and behaviors. The entrepreneurial mindset is not a personal predisposition but can be developed through learning and experience and can be achieved with the education system. More specifically, the entrepreneurial mindset can be developed through exercises including collaboration, reflection, business acumen, creative practice and the development of specific skills (Pollard and Willson, 2013). Entrepreneurship competencies combine creativity, a sense of initiative, problem-solving, the ability to marshal resources, and financial and technological knowledge. These competencies enable entrepreneurs to adapt to change (OECD, 2018).

Nowadays, schools, vocational and higher education institutions are trying to enhance entrepreneurial competencies and create an entrepreneurial mindset in students, by enriching their study programmes and by applying apprenticeship models.

Apprenticeships have been implemented for hundreds of years and have always been an important part of education systems across the globe. Apprenticeships are a way to supply learners with employability skills and job specific qualifications. In fact, apprenticeships have proven to be an effective means of ensuring that the formative education and training of learners is well aligned to actual labour market needs.

In this context, the Erasmus+ Project App.Mod.E (An Apprenticeship Model for developing Entrepreneurial skills) proposes an integrated scheme for the development of entrepreneurial mindset, skills and competences by students that are doing their apprenticeship.

More specifically, within the framework of the App.Mod.E project, an apprenticeship model was developed, which provides methodological support and practical tools to trainers, in order to include entrepreneurship education in the learning design of apprenticeships. The main objective of the model is to enhance the entrepreneurial mindset and competences of apprentices. To reach this objective, the model utilizes the European Entrepreneurship Competence Framework EntreComp and its progression model.

The Entrepreneurship Competence Framework aims to build a common understanding of entrepreneurship competence and offers a tool to improve entrepreneurial capacity of European citizens and organizations. Entrecomp defines entrepreneurship as transversal competence, which applies to all spheres of life: from nurturing personal development, to actively participating in society. The Entrecomp conceptual model is made up of two main dimensions: the 3 competences area (into action, ideas and opportunities, resources) that directly mirror the definition of entrepreneurship as the ability to turn ideas into action that generate value for someone other than oneself ; and the 15 competences that together, make up building blocks of the entrepreneurship as a competence for all citizens. As stated in the EntreComp framework (European Commission, 2016), the boundaries of individual and collective entrepreneurial competencies can be pushed forward, to achieve greater impact through value creating endeavors. The EntreComp Progression Model aims to provide a reference for the development of proficiency starting from value creation achieved though external support, up to transformative value creation. Its proficiency levels provide a way for the reader to look at the learning outcomes. It aims to be comprehensive and to offer a tool that can be adapted to different needs.

In order to enhance entrepreneurial competences in apprentices, the model uses an innovative methodology of problem-based learning (PBL), using gamification elements. Gamification is an educational approach to motivate students to learn by using game elements in learning environments (Kapp, 2012). Gamification elements in apprenticeships can be used to create motivation and engagement. On the other hand, the use of PBL in an apprenticeship model allows apprenticeships to enact problems usually faced in the workplace, whilst enhancing transferable skills such as teamwork, problem solving, risk assumption, public speaking, confidence, self-motivation, and creativity. For this reason, the problem-based learning methodology should be enhanced with gamification elements, which will provide the right motivation and engagement that will lead the apprentices to complete the mission successfully.

The purpose of this study is to present the process and the findings of the experimentation phase of the App.Mod.E apprenticeship model. Until now, the model has been tested on four students, doing their apprenticeship in a consulting company in Greece. It is projected that until the end of the summer 2019, the model will have been tested on a total of 18 students, across Europe, who will acquire entrepreneurial skills and competences and build an entrepreneurial mindset.

The pilot experimentation of the model in Greece, had a total duration of two months and was implemented on four students. In order to apply the problem-based methodology, the apprentices were given a real-life open-ended problem to solve, while in order to engage students and increase their commitment in the project, gamification elements were used. Apprentices were given a learning passport, which was divided into the three competence areas of entrepreneurship identified by the EntreComp framework. For each competence that we wanted to enhance, a different task was given, which was related to initial challenge. After completing each task, apprentices received a sticker, which was put inside the learning passport. At the end of the experience, students were asked to write down their conclusions and suggestions and the impact for them.

The evaluation of the experimentation phase showed that students had acquired new competences and developed their soft skills. Students learned how to work autonomously and, in a team, how to manage time, how to react effectively to unexpected risks and how to deal with stress. The project they were given, increased their sense of initiative, since they were responsible for the whole implementation and the delivery of quality results, while they learned how to turn their ideas into actions.

The company also benefited from the whole experience, since it had access to practical tools on how to implement the problem-based methodology and enhance it through gamification elements. Through the use of the App.Mod.E model, the company noticed an improvement in the motivation and engagement of the students involved and an increase in the acquirement of soft and entrepreneurial skills by students. In fact, at the end of the experience, the company offered a working position to one of the apprenticeships.

There is no doubt that the society of the future will be a learning society. Citizens are required to constantly update their competences, not only with regard to the world of work but in an encompassing approach to participate in contemporary societies. Moreover, modern societies face a rapid differentiation of educational pathways, opportunities and biographies. This increase in complexity from learners requires great effort into initiative taking, creativity, problem solving, risk assessment and decision taking, all of which requires learners to become stakeholders of their own learning process.

However, learner populations with a disadvantaged background or those remote from learning have great difficulties to take ownership of their learning, without being empowered. Empowerment is a term frequently found in formal and informal policy documents and expert discourses about adult education. But, although a great deal of rhetoric about learner empowerment, adult education practice too often remains caught in traditional instruction methods, fixed curricula and pre-defined learning outcomes. It's in particular low achievers who suffer from this situation, because they in the formal education system usually have made the experience that major parameters of their learning is out of their control, and thus never had the chance to develop a sense of ownership for their own learning.

PARTICIPATE is a new European project, which aims to promote participatory methods in adult education. It starts from the assumption that the impact on disadvantaged target groups can be greatly increased if education providers manage to adopt participatory approaches and methods, and this way support their learners to develop a sense of ownership of their learning and become lifelong learners. The specific objective of the PARTICIPATE project is to build a model for participatory design of learning outcomes.

VINCE is European funded project that aims at promoting validation of learning in higher education and provide support to HEI staff in order to validate migrants‘ and refugees‘ prior learning.

VINCE so far has developed

  • Country reports about the implementation of validation in various European countries,
  • Case studies about the impact of validation on inclusion,
  • Guidelines and a prototype training course for university staff involved in validation processes to be better prepared when working with newcomer candidates.

Furthermore, policy recommendations are being developed, targeted at EU, national decision makers and institutional learners.

 

On 4th July 2019 a workshop took place at Ludwig-Maximilians-University, which brought together experts, stakeholders, HEI staff and students in order to discuss the European model of validation of competences in the field of refugees.

In a first step the participants were presented the major pillars of the Lisbon Recognition Convention, which sets out the standards that shall govern validation. While recognition of prior learning refers to the recognition of formal qualifications (prerequisites for entering a higher level of a hierarchical, formal system), validation goes beyond, and also refers to the assessment of competences acquired outside the formal education system. The aim is

  • to determine which competences are certifiable at all and, where this is feasible (Information)
  • to identify the goals against which competences shall be validated (Identification)
  • to create portfolios of supporting documents relevant for validation, such as certificates, test results, work results (Documentation)
  • to evaluate the person’s skills and competences (Assessment)


In the second section of the workshop the participants jointly with practitioners from in- and outside HEI discussed the practical implications of the Convention with a view to

  • identify changes in current practice necessary to meet the standards of the Lisbon Recognition Convention,
  • identify constraints in the recognition of informal learning, such as competences hardly to prove or testify,
  • consequences recognition practice in Germany has or can have for universities, students and in the context of the wider society.

 

Learn more about the project from the VINCE website

 

 

It is almost impossible to imagine our world today without the thousands of images that reach us daily. From an advertising spot to ad on the street, or even a photo on Facebook or Instagram, audiovisual communication invades us in different formats and through all kinds of channels. Every day we receive memes on our mobile phones, download videos or use podcasts, without even being aware that we are using a new language that has entered fully into our lives and that, most importantly, is here to stay.

But are we able of generating our own audiovisual content? Do we know how to create, share or understand how these messages work? Are we trained to extract all their potential?

Smartphones, tablets, notebooks, computers… are tools that can provide and support people to live their lives better, but there are skills and competences needed to really seize all their potential. There are some illustrative statistics, outlining that:

  • 80% of Internet traffic is video consume,
  • 10 million videos are watched in Snapchat every day,
  • more and more companies, public bodies and other institutions are basing their communication and marketing actions on audiovisual elements (videos, infographics, images, illustrations…),
  • but not only them, but also people make their own creations (videos, gifs, memes….) to express their ideas, enjoy or even ask for a job (e.g. through video curriculums or infographicCVs).


Empowering European adults to understand, create and share audiovisual messages and stories

The Com ON project seeks to provide a training programme to empower European adults to unleash their potential and be active part of this reality. The Com ON training will make them able to understand, create and share audiovisual messages and stories by:

  • offering an integrated and innovative programme that boosts adult collective digital socialization and inclusion,
  • favouring the developement of a social competence (communication as basic soft-skill), but also creativity and critical thinking,
  • promoting digital literacy skills, corresponding to the EC DIGCOMP framework for digital competences. More precisely, the project results take into account this reference on the area of Digital Content Creation (Area 3), and 2 of the key competences included in this area: to create and edit digital content in different formats, to express oneself through digital means; Integrating and re-elaborating digital content: to modify, refine, improve and integrate information and content into an existing body of knowledge to create new, original and relevant content and knowledge,
  • reducing the existing inequalities for this target group to access and actively participate from the new technologies in non-formal education.


The ability to understand, in a critical and informed way, as well as to express oneself and share audiovisual messages, is directly related to media literacy and the ability to actively participate in the digital world. And Com ON partners want to support adult learners in Europe to do so.

 

Com ON is an ERASMUS PLUS KA2 action, supported by the European Commission.

More information about the project can be found at www.comon-project.eu

Follow us in social media to support our initiative.

Facebook: https://www.facebook.com/ProjectComON

Instagram: https://www.instagram.com/comonedu

 

The Enter.Mode project aims to take European entrepreneurship education a big step further by developing and testing a state-of-the-art model to entrepreneurship education, that invites different levels of learning. It will stimulate entrepreneurship and entrepreneurial skills of higher education teaching staff and company staff and develop an entrepreneurial mind-set and related skills to higher education students.

A major policy and social challenge in the European Union is the ageing of the population, and the need to ensure quality Long Term Care for the increasing numbers of dependent young and older citizens. A family caregiver is “anyone, women or men, who is not a professional caregiver but, by default or choice, cares for a dependent person in his/her immediate circle” (European Charter for Family Carers). Family carers across the EU provide over 80% of all care, with women providing approximately two thirds of care, often at the expense of their own personal, family and/or work life (European Centre for Social Welfare Policy and Research, Vienna, 2010).

Mittwoch, 05 Juni 2019 17:33

Cities of Learning

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Pontydysgu’s Spanish organisation is part of the EU CONNECT project. Funded under the Erasmus Plus programme, the CONNECT project aims to leverage the impact of Learning Cities through building urban ecosystems of lifelong learning that harness the assets of European cities and transform them into a network of seamless pathways of learning experience for adult learners. The project application says: “In a society where existing educational pathways no longer guarantee opportunity, and with a growing gap between the haves and the have-nots, connected learning for all citizens can open up new entry points and pathways to opportunity; in particular when integrating both the potential of ubiquitous learning technology and learning opportunities created by European cities.”

The project On Track is an European Commission funded project which aims to develop a tracking system for VET graduates of initial vocational education and training schools and institutes. The tracking system will gather qualitative and quantitative data from VET graduates, related to further education, employment, career paths, skills and competences required in the labour market.

The CONNECT project aims to leverage the impact of Learning Cities through building urban ecosystems of lifelong learning that harness the assets of European cities and transform them into a network of seamless pathways of learning experience for adult learners. In a society where existing educational pathways no longer guarantee opportunity, and with a growing gap between the haves and the have-nots, connected learning for all citizens can open up new entry points and pathways to opportunity; in particular when integrating both the potential of ubiquitious learning technology and learning opportunities created by European cities.

“Adult learning: it is never too late to learn” communication from the EC outlined that adult learning is a key issue to handle as the “essential contribution of adult learning, through the acquisition of key competences by all, to employability and mobility. Aligned with this idea, Eurostat recent data1 on “Adult Learning Statistics” remarks the fact that “adults with a low level of educational attainment and a lack of skills are more likely to earn lower than average wages and are more vulnerable to the precarious nature of the labour market. These individuals often suffer from a lack of basic skills that are increasingly considered as essential for a modern-day economy: literacy, numeracy and technological skills (‘digital literacy’).”

Within this context, the App4Skills project was designed to contribute to the development of adult learners´ basic skills (mainly numeracy, literacy and digital skills) through the implementation of a set of proposed activities. The core approach of App4Skills has to do with the use of a webapp that offers adult learners the opportunity to engage on leisure activities in three specific areas: cooking, gardening and environment protection, and DIY – “do it yourself” and handcraft.

More than 60 activities on those areas are published, based on 3 levels of difficulty. Each activity is explained in a step-by-step format, and includes reference to the specific area, competence(s) addressed, language, difficulty level, additional examples and estimated implementation time. Users can select the preferred area, language and activity, and respond to the proposed challenges to gain points in an international competition. The best performers are listed in the leaderboard section. But App4Skills counts on also with some interesting features. Users can rate activities, share them through the social media, take the challenge or add their own activities. The webapp is a very versatile tool that can be used both by the professionals that work in adult education, who can use it to reinforce in a playful way the knowledge and competences they work with in their classes; as well as for those adults who wish to improve their basic skills on their own. App4Skills webapp contributes to:

  • Improve creativity, solve real problems in different contexts and develop in students the ability to create new activities and share relevant ideas.
  • Improve the perception of adults towards the learning of math, improve their literacy skills and promote their digital skills.
  • Prepare adults for continuous and autonomous learning, developing critical thinking, and promoting equity, social cohesion and an active citizenship.

The tool, which is free, was tested by more than 30 adult trainers and more than 120 adult learners in the project partners´ countries. This testing phase provided very useful feedback, so improvements are implemented in the final version. App4skills final webapp is available in 5 languages (English, Spanish, Italian, Finish, Turkish and Polish) at http://app4skills.fundacionjuandelostoyos.org from August 2019.

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App.Mod.E is a project conceived by a consortium of European agencies and companies. It offers support to upper secondary and higher VET students in transition from schools to employment. The overall aim of the project is to help students to acquire entrepreneurial mind-set and skills during their apprenticeship in a company.

Migration in the EU has been rapidly growing in recent times, especially in light of the troubled political situation in the Middle East and Asia. Thus, it is of great importance to provide tools to support the integration of migrants and refugees arriving in Europe. Language learning is one of the key priorities of successful integration. Mobile applications are an effective educational source that can be specifically targeted at migrants and refugees, as a considerable percentage of them are digitally literate, own smartphones and are looking for new opportunities online in their host countries.

The German Institute for Adult Education is organising a European conference in Bonn on 25 September 2018. The conference is titled "Course planning and course evaluation - two unjustly neglected key competences for teachers and trainers in adult education". It is organised in the framework of the project DEMAL.

The conference addresses two professional tasks of adult teachers which tend to attract less attention than the “actual teaching”. However, planning and evaluation of adult learning activities are of equal importance for the quality and the success of these activities. At the conference new European approaches to define and develop these two key competences will be presented and further development needs will be discussed. Besides a general introduction to the topic, three aspects will be explored in greater depth in parallel workshops:

  • digital media as a tool for developing professional competences
  • the role of competence standards and validation frameworks
  • the potential of European training courses

The conference targets practitioners and researchers in the field of adult learning and education. No conference fees will be charged. Travel grants are available to a limited number of participants from Europe. If you are interested, please contact the organisers.

For more information

“Employment Perspective for Migrants and Refugees” is a new community of practice, that is addressed mainly to persons who provide support to migrants and refugees in relation to employment, education and training, as well as to stakeholders active in the topics of education and employment for migrants and refugees.

Get awarded and win precious prizes. The LISTEN Award is a competition that aims to promote intercultural storytelling with refugees and migrants. The LISTEN project is looking for stories – fictional or real ones – told by refugees and migrants. The story can be a memory, a self-created story, a fairytale, legend or myth. The idea of LISTEN is that stories can build bridges between refugees and migrants and their receiving societies. These stories give migrants and refugees a voice and raise the awareness for their perspectives, wishes, visions, challenges and problems. By using intercultural storytelling the LISTEN project aims to support the integration of refugees and migrants in their receiving societies.

Donnerstag, 05 Juli 2018 12:47

Call for Lifelong Learning Awards 2018

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The call for LifeLong Learning Awards 2018 has been launched. In 2016, the Lifelong Learning Platform launched the LifeLong Learning Awards to celebrate creative and inclusive practices. The aim of the Lifelong Learning Award is to give visibility to innovative practices taking place all over Europe in order to attract public attention on lifelong learning as well as to inspire new practices and policies. The Lifelong Learning Platform (LLLP) will select each year its annual specific priority that can be linked to the European year if the theme is relevant.

The LLL Platform and its InnoVal partners in September 2018 will organize a European Conference on Innovative Assessment Methods for Validation. The event will take stock of recent policy developments in line with the 2012 Council Recommendation on Validation of Non-Formal and Informal Learning (VNFIL), and discuss the next steps forward.

VINCE is an ERASMUS+ project that is developing training materials for university staff working in processes of Validation of Prior Learning (VPL) and Validation of Non-formal and Informal Learning (VNIL) with migrant and/or refugee students. The objective is to provide university staff with tools to be better equipped when working with newcomers who want to access Higher Education (HE) and want to be more aware and integrated in European society.

The VINCE open call for case studies and VINCE Validation Prize 2019 have just been launched! The VINCE Validation Prize 2019 is an award given to the most innovative and transferable initiatives in the area of the Validation of Prior Learning (VPL) and/or Validation of Non-formal and Informal Learning (VNIL) in all sectors of education in Europe. The 2019 prize follows the initiative of the OBSERVAL and OBSERVAL-Net projects, which awarded a total of 5 Validation Prizes in 2009, 2010 and 2013.

The Erasmus+ project "OpenITup" aims to extend and develop educators' competences in the effective teaching of literacy, digital and entrepreneurial skills to vulnerable groups of adult learners, by making use of effective new tools and technologies. The learners will strengthen their language competences (B1-B2 levels) and their entrepreneurial skills and will feel confident to turn their business ideas into successful start-ups. The e-course "Start your own business" will be soon available in English, Bulgarian, German, Greek, Italian, Spanish, Polish and Turkish.

For more information you can visit the website: www.openitup.eu

 

Freitag, 25 Mai 2018 14:47

Aristotle and Diversity

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Democracy and education have been linked as far as Ancient Greece in the writings of Aristotle (384-322 bc.) (Fraser, 1996). Democratic theories of education have been central to the institution of public schooling in the United States and Canada since the inception of free, compulsory, public education. Horace Mann (1796-1859), W.E.B. DuBois (1868-1963) and John Dewey (1859-1952), were early advocates for public education in the United States. More recent scholars have built on the early writings of these important thinkers to push the notions of the democratic education and equal education opportunity. In this book, Understanding equal educational opportunity: Social justice and democracy in schooling, Howe (1997) expands on the thesis presented by Amy Gutmann (1987) in her book, Democratic education. Gutmann’s central idea is as follows:

A democratic theory of education recognizes the importance of empowering citizens to make educational policy and also of constraining their choices among policies in accordance with those principles- of nonrepression and nondiscrimination – that reserve the intellectual and social foundations of democratic deliberations. A society that empowers citizens to make educational policy, moderated by these two principled constraints, realizes the democratic ideal of education (Gutmann, 1987).

Gutmann (1987) states that the principle of non-repression prevents any group from “using education to restrict rational deliberation of competing conceptions of the good life and the good society” and that non-discrimination can be understood as “a principle of non-exclusion” (pp.44-45). However, Howe charges that Gutmann’s “general principle of ‘non-repression’ (of which ‘nondicrimination’ is a derivative) is too weak to adequately protect marginalized and oppressed groups in negotiating the participatory ideal” (1977, p.66). Nonoppressions is offered in its place, for Howe believes that a “stronger principle – a principle of nonoppression- is required in order to protect groups that are threatened with marginalization and exclusion from meaningful democratic participation” (1997, p. 67).

Nonoppression is a more powerful concept that Gutman’s non-repression. There are many non-discrimination in schools, businesses and government designed to protect minorities from unjust exclusion. These policies make it illegal to refuse admission or hiring to people based on race, gender, religion and other factors. If a business or a school is forced to admit a woman or a person of color due to these policies, it is likely that the work climate will not be conductive to the success of that minority member. Incidents that display covert racism and sexual harassment may impede the ability of that individual to work to his/her best capability. The same holds true for students in a school settings. If the climate is not supportive of every child in the school, then true educational opportunities “worth wanting” (Howe, 1997) do not exist. It is not enough to legally remove the barriers preventing their entrance, but we must also go a step further and begin to remove the oppressive language and structures that create a hostile climate for minority students.

Read more in Meyer, E. (2010). Explorations of Educational Purpose 10: Gender and Sexual Diversity in Schools, Springer.

Montag, 26 März 2018 13:17

Design of adult learning courses

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IDEC participates as partner in the project DEMAL that developed two e-learning courses for staff in adult education sector:

  • Design of adult learning
  • Evaluation of adult learning

The first course on Design has been launched and will run until the 20th of May 2018. The course consists of six units of learning outcomes, plus a closing and requires approximately 24 hours of self-learning, spread over a period of eight weeks. The participants that will complete the course and pass all assignments successfully will get a certificate of attendance. If you are interested to register and attend the course, follow the instructions below:

  1. Go to Thalys course program
  2. Go to Create a new account, fill-in the form and create your account. Remember to keep your username and password, as you will need them to access the e-learning
  3. An e-mail will be sent to your e-mail address, with instructions to validate your account. Click on the link.
  4. You will access the course as student. The enrolement key for student is Demal_design_student
  5. You can now access the course and start your learning journey.

The course is structured in units. Each unit includes an introductory presentation, the core learning material, additional learning material, a closing presentation and one of more assignments. Some assignments are compulsory and you have to complete them, before the end of the course, before 20 of May. After that, you will still have access to the course material, without the option to do the assignments and get a certificate.

The course language is English and it will be attended at the same time by participants from five countries. It will give you the opportunity not only to access the learning resources, but also to discuss with other participants and exchange your experiences in adult learning. The second e-learning course on Evaluation is expected to start in April and there will be a separate invitation.

We wish you a nice e-learning and we expect to meet you online.

 

On 25th January the first EU Education Summit with 18 Education Ministers and 450 Experts took place in Brussels. The Education Summit is another step on the road to a European education space, which the Commission intends to create by 2025. In the future, European education summits will take place regularly - the second is scheduled for autumn 2019.

EU Commissioner Tibor Navracsics said: "We must harness the full potential of education to build stable societies, to empower citizens, to experience European identity in all its diversity. To achieve this, we want to promote language learning and ensure that degrees are recognized throughout the EU, that European higher education institutions can work together optimally and that studying in other EU Member States is even easier. These are factors that make up real European education space, and the Summit is a concrete step in that direction. "

The aim of the summit was to create: »the Foundation for a European Educational Space: Realizing Innovative, Inclusive and Value-Based Education«. Accordingly, the following questions are in the center of attention: How can high-quality, inclusive and value-based education contribute to the success of Europe? What skills will be needed in the coming decades? And how can the acquisition of basic skills as well as digital and entrepreneurial skills be advanced?

Linguistic adaptation is a central theme in the different stages of education, but especially in secondary education and initial vocational training. Improving the linguistic adaptation process of immigrant students can contribute to improving not only academic outcomes but also social inclusion, both within and outside the center. However, it requires the design of suitable environments and teachers prepared to face the challenges of multilingualism, which are summarized in:

Mittwoch, 27 Dezember 2017 15:54

DQ-SKILLS for Digital Citizenship

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In the last decades we have seen a transformation of our reality, each day more and more influenced and linked to the digital world. No one doubts that we are experiencing a profound change that, supported by new technologies in a massive way, offers us great opportunities and challenges.

We could say that mobile devices and the internet have been the two key elements that - as the printing appearance caused, or later other mass media, such as radio or television - reaches absolutely all the spheres of our lives: communication, information, entertainment, commerce, the provision of education, health and government services, and the production systems themselves. These elements not only provide new tools, but also influence our position in the world, in our role as citizens.

Thus, although the concept of "digital citizen" was initially created to define those people who were active on the Internet and who used it to interact with their public administrations or collaborate with social and political entities, this idea become obsolete, and it is now clear that digital citizenship is no longer a matter of choice, but there is a digital space in which all citizens must be present.

The 2nd partner meeting took place in Munich, from 9th to 10th October 2017. The event was hosted by the Ludwig-Maximilians-University Munich (Germany). The partner organisations discussed VNIL (validation of non-formal and informal learning outcomes) in Higher Education from different ankles, such as with regard to its meaning for

The CV Plus project aims to build a bridge between the world of business and education through Corporate Volunteering initiatives. It was designed to train managers from companies and educational centers, employees and teachers, in the development and management of this type of programs. CV PLUS is a Strategic Partnership, funded by the European Commission in the framework of the ERASMUS + Program.

One of the priorities of ET2020 is the professional development of staff working in the adult education sector, with a view to improve the quality and efficiency of adult learning. Following this priority in 2010 a framework for “Key Competences for Adult Learning Staff” has been launched, which defines the generic and specific competency profile for professional staff working in adult education.

Starting from the Education and Training 2020 strategy whose objective is the improvement of quality and efficiency in education and training among professional staffs, five organizations with valuable experience in the field of adult education from five different countries (Germany, Greece, Spain, Romania, Bulgaria), representing both private and public as also profit and non-profit sectors, have created a partnership to launch DEMAL project.

The “Designing, monitoring and evaluating adult learning classes – Supporting quality in adult learning” (acronym DEMAL) project is funded by the European Commission through the ERASMUS+ K2 Programme which enhances and promotes cooperation for innovation and the exchange of good practices. DEMAL intends to implement two key competences which, according to the 2010 “Key Competences for Adult Learning Professionals” framework, should advance adult training staffs and improve quality in adult learning. These two competences are:

  • be able to design the learning process
  • be able to monitor and evaluate the learning process

SIM Europe's most recent european-wide expert survey reveals lack of reform towards establishing lifelong learning in several EU countries. According to the experts, in ten countries, no reforms have been undertaken aimed at improving financial or human resources for lifelong learning. Moreover, the researchers see a great need for reform in many countries regarding the strong influence of social origin on educational success. Six countries were not active in this regard: Croatia, Finland, Greece, Hungary, Slovakia and Spain.

Dienstag, 28 Februar 2017 12:31

EAEA Grundtvig Award 2017 | Engaging new learners

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This year, the EAEA Grundtvig Award will be given to a project successful in engaging new groups of learners.

One of the key challenges in adult education is often described as the “Matthew effect” – those who have will be given more and those who don’t will have less. This means that those who already have higher levels of education are more likely to participate in adult education. Partly this is due to the fact that they are more likely to be in the kinds of jobs where their employers offer training through their companies, but also because they more likely have positive experiences with learning and are therefore more likely to participate voluntarily.

InnoVal aims at identifying innovative and reliable assessment methods that can allow all learners to have a chance at validation, with a special focus on the needs of disadvantaged groups such as refugees and early school leavers.

The European Digital City Index 2016 (EDCi) describes how well different European cities support digital entrepreneurship. It aims to provide a holistic and local view of what matters to digital startups. According to the developers (Nesta), it is the most complete description of what impacts digital entrepreneurs on a local level, and how different digital startup ecosystems compare within Europe.

The new 2 years Erasmus+ project Walk & Talk promotes non-formal learning of Europeans 65+, along with physical activities taking place outside the classroom. While the seniors are walking, they will learn about the interrelation between physical activity and active and healthy aging. They might learn a new language, discuss local culture and history, traditions, use apps etc. Senior learners can meet outside the centre of their home towns, in nature, or within their own surrounding or neighbourhood, which will be easier for the seniors living in big cities.

AGROPOLY is a new online game, a virtual place which reunites the fun of playing with games and usefulness of learning entrepreneurial skills and competences for students in the agricultural sector. Those who are planning to start their own business, can play the game to get an idea about real life situations and competences to be developed.

Rural regions not only offer natural and healthy life! They can also provide opportunities to develop innovative and successful business ideas where e-commerce can play a decisive role, bringing services and products where before could not come. TransForm@ is a Transnational project aimed at encouraging the digital transformation of commerce sector in rural areas, by enhancing people’s digital and e-business related skills through a game-based training.

To help cities better address challenges such as Inclusion of Migrants and Refugees, Poverty, and to make the most out of EU funding opportunities, the European Commission has launched a new web portal during the European Week of Regions and Cities.

Mittwoch, 02 November 2016 14:08

Was kommt nach der hierarchischen Organisation?

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Wenn Unternehmen "umstellen" auf Selbstorganisation, wenn schwerfällige Modelle von formaler Hierarchie durch autonome Netzwerk-Stukturen ersetzt werden sollen (Stichwort "holacracy"), dann folgen frustrierende Erfahrungen meist auf den Fuß.

There are two objects taken as an exasperating and unavoidable duty by the vast majority of people outside my bubble: to study and to job. Therefore and amongst others, two vital and increasing societal movements alarm this vast majority: the so-called „lifelong learning“ and „to job up to your seventies“. The liquidation of former accepted age limits causes deep uncertainty.

The number of refugees and new migrants who reach Europe, escaping from wars or critical life conditions and looking for new life opportunities, has increased dramatically in recent years and is likely to continue growing in the coming years. These newcomers face many challenges in settling into Europe and among these are the obstacles to accessing the labour market or continuing their studies.

Dienstag, 06 September 2016 07:41

Serious Game as a Learning Tool for Entrepreneurial Skills

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Erasmus + project SG4Adults developed a serious game to learn entrepreneurial skills: BIZ-E-BEE. In the Netherlands the game has been tested with students at a bachelor's degree Social Work because entrepreneurship is a relevant topic for their future study and work.

Most definitions of Corporate Social Responsibility (CSR) have focused on actions related to managing the relationship with stakeholders; however, more recently the concept has evolved to include a deeper approach, which recognizes CSR and sustainability as a core part of the business model and strategy.

The "TOI TOI TOI" project in the framework of the Erasmus+ programme has developed a range of web tools, which shall allow project coordinators to evaluate themselves, partner organisations and whole project consortia with a view to their capacity towards ensuring sustainable impact of projects.

The tools have been developed based on in-depth analysis of past LdV-ToI projects, and by project coordinators can be used to evaluate their own and other partners' organisational and professional capacities, including a range of basic competences needed in order to  effectively contribute to the creation of impact and sustainability of education development projects. The tools can be used for both, self- and team-evaluation.

Website: Toi Toi Toi Project

 

 

 

On 30. May 2016 an informal meeting of EU Ministers with responsibility for urban affairs took place in Amsterdam, at the initiative of the Dutch Presidency. During this meeting an "Urban Agenda for the EU", also called "Pact of Amsterdam", has been established. The goal is networking and knowledge sharing of city authorities at European level, also to achieve better regulation and the promotion at EU level.

The Award will celebrate educational practices from all over Europe that can demonstrate the use of creative and inclusive learning methods with outstanding results and the potential to be replicated and/or of inspiring others. The Award is not limited to a particular sector; lifelong learning covers education and training across all ages and in all areas of life be it formal, non-formal or informal.

The German Federal Institute for Education and Training (BIBB) just published the results of a national monitoring on validation of informal and non-formal learning in Germany. The results are based upon a national survey, conducted in 2015. More than 850 stakeholders in Vocational Education and Training on this occasion have been asked about the future of validation and recognition of informal and non-formal learning in Germany.

EILEEN stands for Enhancing Intercultural Learning in European Enterprises. EILEEN is a 2-year project funded by ERASMUS+, which seeks to promote intercultural competences and a welcome culture in enterprises. The EU is making significant efforts to eliminate the barriers to labour mobility. However, most of the enterprises in European countries do not necessarily have the essential intercultural know-how for receiving employers with a different cultural background. At the same time, often the foreign employees are not ready to face the challenge of working in a different country, and encounter difficulties in identifying the new cultural paradigms, accepting the differences and acquiring cultural knowledge.

An interesting webinar on Family Learning and Digital Citizenship took place on 26 April 2016. More than twenty participants joined the webinar under the lead of Susannah Chambers, expert in Family Learning.

This webinar, organised by School Education Gateway, explored and presented the links between digital communication technologies, Family Learning and digital citizenship. The webinar highlighted examples of how the power of digital communication tools are used by schools to maximise the positive impact on teaching and learning, enhance home-school communication and increase community engagement.

The Erasmus+ partnership ON THE MOVE just released a best practice guide on how to reach out to and include persons from vulnerable groups in the world of Lifelong Learning. The publication is based on reviews of more than 100 European projects, providing outreach educational guidance and low-threshold learning opportunities.

A major aim of the project is to make staff in counselling and educational institutions in Europe aware of "alternative approaches (predominantly of the outreach kind) bringing educationally remote and low-qualified people to further education and will implement these in their countries".

Urban populations have been growing more rapidly than ever in recent years: more than half of the world’s population nowadays lives in cities, and the number is expected to rise to 60 percent by 2030. Cities become increasingly influential in national and world affairs as they expand. However, this expansion is also presenting municipal governments with multiple challenges relating to social cohesion, economic development and sustainability.

PROMOTE is a EU-funded project that started in 2014 and will be completed in October 2016. The project aims at promoting and validating social, personal and organisational key competences such as entrepreneurship, civic competences and learning to learn with the help of an innovative, self-directed learning approach at the interface of higher education and business.

EduTeach is an international, interdisciplinary and collaborative project funded by the European Commission under the Erasmus+ program. The aim of the EduTeach project is to design, test and implement a modular training program adapted to the needs and interests of those responsible in education and care for young children (0-6 years) across Europe. To allow both flexible and individual learning, the training offers will be based on ICT and incorporate a fair balance between interactive and self-study learning activities. Using results from a user needs analysis and evaluations of the implementation of trainings, EduTeach further tends to forward research and development on models, methods, and didactic strategies for effective online training to educators, preschool teachers and education directors.

Partners from the UK, Austria, Bulgaria, Greece, Spain and Sweden are developing a new innovative method of training that will empower young unemployed individuals and/or NEETs. They will prepare participants to not only adapt to potentially stressful events and successfully assimilate these, but also to use these potential stressors as opportunities for positive growth based on identification and utilisation of key Positive Psychology constructs and processes. This will be accomplished by the development of a training curriculum "Be Positive". The end result is that organisations will have a resource that will address the psychological issues that are relevant to this group in a positive way.

The “Combat Bullying: A Whole School Program” (ComBuS) project aims to promote learning (face-to-face plus online and mobile methodologies, tools and activities) on how to combat bullying and create healthy and safe school communities for students, teachers, school staff, school leaders and parents.

Rooms to VET aims to maintain and increase the competitiveness of the European tourism industry through the development of an e-learning platform of 6 Modules to support the upskilling and professionalisation of tourism services provided by owners of private accommodations, small residences and family arrangements. This platform aims to become the ultimate guide for making use of all opportunities and tools available at national and European level in this respect.

Rooms to VET - Upskilling and Professionalisation of private tourism accommodation services is a 24-month (September 2015-2017) EU co-funded project under the Erasmus+ programme, implemented by 9 partners from 5 EU countries (Croatia, Cyprus, Greece, Slovenia, Spain), experts in the fields of tourism and VET.

The eFinLit project (Developing Financial Competencies for EU Citizens Utilizing Online Learning and Digital Literacy) aims to promote the financial literacy of disadvantaged young EU adults (18-35), covering numeracy, language, reading, collaboration and communication skills.

Donnerstag, 14 April 2016 11:54

USR-Net | EU Universities facing social responsibility

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USR-NET promotes the incorporation of University Social Responsibility (USR) in University curricula and synergies among the Universities community and other stakeholders. The project is developing a learning guide of transversal contents for USR along with awareness raising actions.

The Life Online project is a project that is being developed to improve employability through an online learning platform. Through the development of a new employability and entrepreneurship course unit of e-learning materials for use before, during and after mobility, participants will develop their international and soft skills such as team work and intercultural understanding to improve their employability.

Intrapreneurship and the intrapreneur have entered the business vocabulary quite recently, but in a short time they have managed to attract interest, especially in the leading sector and industry of ICT. Competition, the need for the development of new ideas, the ever changing business and corporate environment, leave no options to simply overlook creativity wherever it comes from. Companies and businesses need all too often to rely on the innovative entrepreneurial potential of their human resources. What organisations have to do is allow intrapreneurship to flourish, stimulating and supporting potential intrapreneurs.

Mittwoch, 16 März 2016 17:41

MODERN Project - Mobile and Digital E-learning Toolkit

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The rapid adoption of internet-enabled phone and tablets has revolutionised the way we live and work, but not yet in too many cases the way students are taught in vocational training or higher education. Although digital and mobile resources are proven to increase adult learner engagement and information retention, yet only 1 in 5 students are taught by digitally confident and supportive teachers. This absence of integration of digital learning tools is mainly caused by lack of confidence and training and as a result, very few students across Europe are taught material aided and supported by digital supports.

Dienstag, 08 März 2016 13:01

TANDEM | Flexible pathways connecting VET and HE

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Globalisation dictates that EU2020 will only succeed if member states bring out the best of people and their potential and extend education opportunities for all people. TANDEM is designed to contribute to the debate on reform by drawing lessons from already existing good practices of consortiums' partners and strengthening the connection between policymakers and practitioners, business and educational community. The title, TANDEM, intends to emphasize the synchrony and efficiency of business, VET and HE actors by acting together for high quality VET aligned with regional and global labour market demands to proactively respond to emerging skills shortages.

LOCATE aims at building platforms of local community learning, media and participation to help develop community capacity and stimulate innovation, entrepreneurship and capacity for change by encouraging the discovery and use of untapped potential from within communities and territories.

Montag, 22 Februar 2016 18:16

EMIL | European Map of Intergenerational Learning

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The European Map of Intergenerational Learning (EMIL) is a collaborative network of members working together to support intergenerational learning taking place across Europe. Established in 2009, the network uses the existing expertise of partner organisations already working in the field to create a learning network for others involved in bottom-up as well as top-down intergenerational programmes and initiatives and across Europe.

VALERU aims to establish mechanisms and human resources for the validation of non-formal/informal learning in Russian Higher Education in order to ensure sustainable development of Russian HE.

The AAL Association needs independent experts for the AAL Programme, the renewed € 700 million applied research and innovation programme in the field of ICT-based solutions for ageing well jointly undertaken by several Member States with the participation of the Union. The call for interest is launched now and will remain open until 2020. As well as attracting the best specialists of business in the field of ICT for ageing well, the AAL Association wants to boost the number of experts in the area of end-users integration in the context of AAL.  

Apart from evaluating proposals for funding, experts are needed for reviewing funded AAL projects. A broad range of fields are covered including ICT technology, social innovation, business and more, as set out in full in the published call. The objective is to ensure that AAL grants are awarded only to the best-applied research and innovation proposals, based on a rigorous peer-review process.   Interested candidates are invited to send their application (Europass CV with a specific section on AAL expertise + one-page motivation) to Diese E-Mail-Adresse ist vor Spambots geschützt! Zur Anzeige muss JavaScript eingeschaltet sein!. The call will remain open for the entire duration of the AAL Programme (2014-2020). The applicants will be contacted according to the needs of the proposed expertise. Please do not hesitate to send us any updates to your applications. Experts who collaborated with the AAL Association under the AAL Programme (AAL Programme, 2007-13) are already in the AAL Programme experts database.   For any information or support you may address your queries to Diese E-Mail-Adresse ist vor Spambots geschützt! Zur Anzeige muss JavaScript eingeschaltet sein!

Details at:

http://www.aal-europe.eu/get-involved/register-as-expert/ 

All too often projects fail to prove sustainable. Quite simply without external funding the products and practices developed do not survive. But sometimes they take off and resonate in new ways even without a financial stimulus. So it is with RadioActive. RadioActive was a project funded under the European Commission’s Lifelong Learning project to develop the use of internet radio with unemployed people and socially disadvantaged groups. And although the funding finished over a year ago, projects partners in three countries – Germany, Portugal and the Uk are still producing radio programmes.

On 28th Jan was London’s turn. At 1400 UK time, 1500 CET the University of East London presented a show entitled “DJ showdown: older DJs and today’s crop of Turntablists trade blows.” Is DJing an art form? With digital tech so easily available and virtually unlimited access to MP3s via a laptop, is everyone now a DJ? And if so does that mean older people who learnt their craft through hard graft have wasted their time? Don’t all the years of physically carrying lbs of vinyl to clubs and then actually mixing records live amount to something? We examine what does it mean to be a DJ in 2016 and how it has changed over the last three decades.

We compared the different styles of mixing music ranging from Geoff Humphries who DJ’d in the house music scene of Ibiza, Rhythm Vandals (mostly playing the clubs in Leeds in the 90s) right up to newest wave of teenage Turntablists where Abrakadaniel beat mixes for us. Tracks include the Sex Pistols, Madonna/Abba, the late Lemmy from Motörhead through to Soulwax. What influence have new techniques and digital accuracy that take account of key and time signatures actually had on mixing? We hear the likes of Titancube, RiFF RAFF, Skrillex, Datsik, Brillz & LAXX and more.

You can listen to the recording of this and other programmes at

Source: Pontydysgu - Bridge to Learning

Thanks to Graham Attwell for sharing with us!

 

MENTORING is the tool of staff improvement in which the experienced worker agrees to take the responsibility and agrees to help to build a relationship and to facilitate the professional growth of one or more colleagues. The idea behind the MENTOR project is to adapt and use this tool for induction and development of a specific group of workers – the teachers.

“We encountered the benefits of mentoring in adult education with other projects that the members of our consortium implemented” explained a representative of the MENTOR project. “Also, we are aware that in the countries like the USA or New Zealand there are well-developed programs of teachers mentoring that can be good practice for us to deliver a model adjusted to national and European contexts”.

The MENTOR project is designed to prepare teachers experienced in their profession to become mentors for beginning teachers. Moreover, school leaders, other teachers and personnel in secondary and high schools, and last but not least – students - can also benefit from the mentoring program, which is supposed to result in improvements in efficiency of teaching, students’ achievement and teachers’ job satisfaction.

This new Erasmus+ project seeks to improve, monitor and evaluate the quality of validation of non-formal and informal learning (VNFIL) through means of peer review.

Peer Review – the external evaluation of VNFIL institutions/providers by Peers – is a promising instrument for quality assurance and development. It builds on quality activities already in place at a VNFIL institution/provider, it is cost-effective and it fosters networking and exchange between providers of validation of non-formal and informal learning.

The Peer Review VNFIL Extended project works with the Peer Review methodology and instruments as they have been developed in previous programmes. Most recently, in the Europeerguid RVC project, the Manual, Toolbox, and Quality Areas for Peer Review have been adapted to use in 3 countries. VNFIL providers and stakeholders in other countries have expressed a strong interest in adapting and implementing the Peer Review framework and its instruments. This project takes up further fine-tuning and transfer of the methodology to new countries through a number of capacity building activities directed at professional development of more VNFIL practitioners.

Programme: Erasmus+

Source: www.peer-review-network.eu

WISE develops a comprehensive training and development programme for female entrepreneurs who wish to launch social enterprises. The training and business-development plan envisions the creation of Europe's first virtual network of female social entrepreneurs.

Mittwoch, 20 Januar 2016 11:32

OUVM | Open University Studies for Virtual Mobility

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The aim of this project is to open university studies for virtual mobility (VM) by training teachers and academic staff on how to design master study program curricula, using OER and applying correct licensing, how to establish collaborative trusted relationships in curriculum design for multicultural exchange and how to integrate these opening education innovations in everyday practices. In order to reach this aim, the following objectives will be met in the project:

Mittwoch, 13 Januar 2016 16:50

CRUCIAL Learning Platform | Crowdfunding made simple

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CRUCIAL is an ERASMUS+ supported project, designed to better inform all the different stakeholders who can potentially benefit from crowdfunding as innovative means of funding business ventures. The project will gather information on the current market conditions regarding the almost exponential growth of CrowdFunding in certain countries and amalgamate this into a pan-European vision of CrowdFunding. This will include all the key areas on both the demand and supply side of this funding mechanism.

The key groups are those seeking financial support, primarily SME's, but including start-ups and social enterprises and on the supply side entrepreneurs looking to support business investment. In addition those support agencies such as Innovation Centres, Cluster managers, and organizations, both public and private that look to support business and economic development, locally, Regionally and Nationally will be able learn more about how to use and promote CrowdFunding.

The project is aimed to define an European pathway on rural women entrepreneurs that improves entrepreneurial skills and competences empowering women of rural areas.

Europe has achieved gender parity in education attainment, but women still remain under-represented in key, growth-enhancing fields of education such as science, technology, engineering and mathematics. Labour markets also exhibit many “gender gaps”. Women are less likely to work for pay, and are more likely to have lower hourly earnings, do more unpaid housework than men. The proportion of female entrepreneurs, at 33% (Labour Survey 2013) (30% in start-ups), is some way short of optimum and most women still do not consider entrepreneurship as a relevant career option. The implementation of European directive on self-employed women should remove a major barrier to female entrepreneurship. But the difference still.

While digital divide and digital literacy have entered into common use the term digital inclusion is still quite new. The term describes a number of interrelated concepts, such as widening access to digital technology and services, the acquisition of digital competencies and literacies necessary to make smart use of technologies and services, empowering people in using technology for both, self-determined life and as means to participate in society.

The Erasmus+ strategic partnership UPTAKE ICT is promoting actions, at national and international scale with the purpose of strengthening digital inclusion through building contents, digital instruments and analyzing the impact of ICT in a global world.

LLWINGS aims at promoting a new vision of school as the bridge to lifelong learning and active citizenship, through a focus on learning-to-learn competences and joy to learn as the very WINGS for lifelong learning.

LLWings in particular aims to support teachers as the leading actors of bottom-up school innovation in translating the "learning to Learn" goal into practice and daily enhance joy and motivation to learn among their students. This was done by identifying and promoting those teacher competences which are key to transform school in a learning environment built around the learner and open to the territory and its non-formal and informal learning opportunities, so to make the learning process meaningful and relevant, and its sense "owned" by the student.

Donnerstag, 07 Januar 2016 16:27

Big Foot | Crossing Generations, Crossing Mountains

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Big Foot is set out to tackle key issues at European level: marginalization of the rural mountain areas and their ageing population - by focusing on the valorization and maintenance of the elderly population, traditional knowledge and specific local culture. The Big Foot approach is implemented in three rural municipalities: Berkovitsa, Bulgaria; Trikala, Greece and Gubbio, Italy.

This project aimed at organisations from the Employability sector and the Adult Education/Training sectors. The project provided information on how to engage with and support Ethnic Minority groups and Migrants into employment through job shadowing, work placement, employer engagement and vocational language training and employability skills development. The results included a Research Report from each partner country detailing target groups and employment sectors; examples of the transferred materials from the project (Skills Audit Toolkit, Vocational Language Course, Study Skills Course, Empowerment Course and Equipped For the Future Course);feedback from beneficiaries and trainers. The products from the project will be integrated into core activities of partner organisations.

RISE aims to remove the gaps in key competencies that create barriers to employment for refugees, by developing the focussed curriculum and accompanying learning materials, including interactive desktop and mobile games based learning resources, which are engaging and accessible to the target groups.

The RISE partner organisations worked with refugees and employers to identify the gaps in key skills that create barriers to employment for refugees. Workshops were held with groups of refugees from the three partner countries, to establish their support needs. There then followed a process of co-design with our end users, which confirmed the RISE project end products.

Young people acquire competencies not only at school, vocational education and training and other formal learning settings. They also acquire competencies when they take up responsibilities within their family, when they are meeting their friends, when they work in jobs, when they engage in sports or music, when they do volunteer work.

This project aims at developing an awareness raising campaign for the validation of learning outcomes of non-formal and informal learning as a tool to further improve adults’ career perspectives and stimulate their further education and training.

The SiQuCAE partnership has developed and tested quality assurance systems in order to: increase the quality of and access to validation of non-formal and informal learning, qualify the training and work systems in partner countries, improve the effectiveness of investment in validation of non-formal and informal learning.

Montag, 30 November 2015 12:53

REINICIAL | Boosts resilience in job seekers over 45

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The REINICIAL project offers tools for supporting unemployed people +45 years old and educational resources for training professionals who work in outplacement, job insertion and training programs devoted to this collective. The project’s aim is to transfer best practices about labour insertion for workers and professionals over 45 years old that have lost their job: the so called “senior” group.

The project takes as starting point what have been learnt in previous experiences to outplace unemployed senior professional and workers to build on a methodological approach grounded on knowledge about the problems and needs to be addressed in the process of outplace the group of Senior people

Freitag, 27 November 2015 13:26

InRuTou | Innovation in Rural Tourism

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InRuTou aims at developing and testing a set of tools and innovative models for facilitating the development of sustainable tourism in rural areas, specifically in mountainous regions, by fostering a community consultation process, and for training selected opinion leaders to act as multipliers in enhancing community tourism planning via training existing and new local tourism operators, with various degrees of experience, professional and educational background.

e-Hoop aims to create a universal, dynamic and adaptable e-learning environment able to offer free personalised training solutions to all learners regardless of their learning, cultural and social background.

The Australian Learning Communities Network Inc (ALCN) was formed in 2001. ALCN is a network of leading edge practising agencies building sustainable communities using learning as the key driving element.

It now has a membership comprising around 38 learning communities around Australia, represented by lead agencies such as local government, Adult Education Centres, Private Organisations, Libraries, Community Centres, Universities, Charitable Organisations, Peak Learning Bodies, Youth Agencies and Technical and Further Education Institutes. The lead agencies have formed, within each learning community, a network of partnerships comprising business, local government, education, government authorities, community interests, libraries, and support services agencies.

The ALCN recognises that the aims and goals of most organisations/groups cannot be achieved in isolation and there is a need for partnerships within the community. The emphasis needs to shift to strategic alliances and partnerships, improved linkages between stakeholders such as education, vocation, technology, employer groups, government agencies and regional development.

Bologna's Mayor Merola about to give civic collaborators keys to the city at the recent Civic Collaboration Fest:

It all began with park benches. In 2011, a group of women in Bologna, Italy wanted to donate benches to their neighborhood park, Piazza Carducci. There was nowhere to sit in their park. So they called the city government to get permission to put in benches. They called one department, which referred them to another, which sent them on again. No one in the city could help them. This dilemma highlighted an important civic lacuna -- there simply was no way for citizens to contribute improvements to the city. In fact, it was illegal.

Fast forward to May 16, 2015. The mayor, city councilors, community leaders, journalists, and hundreds of others gathered at the awe-inspiring MAST Gallery for the opening ceremony of Bologna’s Civic Collaboration Fest celebrating the one year anniversary of the Bologna Regulation for the Care and Regeneration of the Urban Commons, a history-making institutional innovation that enables Bologna to operate as a collaborative commons. Now Bologna’s citizens have a legal way to contribute to their city. Since the regulation passed one year ago, more than 100 citizen-led projects have signed “collaboration pacts” with the city under the regulation to contribute urban improvements with 100 more in the pipeline.

The 13th PASCAL International Conference, Learning Cities 2040 - Global, Local, Connected, Sustainable, Healthy and Resilient, is taking place from June 3rd to June 5th, 2016 at the University of Glasgow. It is will focus on future directions for Learning Cities at a time of considerable challenge and opportunity for cities, with significant development in their role and contribution to learning. Following soon after the UNESCO Institute for Lifelong Learning (UIL) 2nd International Conference on Learning Cities in Mexico City with the inauguration of the UNESCO Global Network of Learning Cities, the UN Paris conference on climate change, and UN decisions on sustainable development goals, the conference provides opportunities to share ideas and experience on the development and role of Learning Cities in this challenging context, with opportunities for fresh ideas and innovative forms of partnership.

Two years ago Prof. Michael Osborne asked me to contribute to a special issue of UNESCO's international review of education, dedicated to the topic of learning cities & regions. The publication should shed some light on quality in developing learning cities & regions, based on knowledge gained from EU sponsored projects and my evaluation work in the field. The following reflections build on the arguments already brought to the fore, and take those a step further by raising 8 fundamental questions towards building successful learning cities & regions.

In order to make lifelong learning reality, EU member states over the past two decades have promoted structural change in order to make their educational systems more flexible. More recently, national governments have started to decentralise the design and provision of adult education from the higher levels to local or regional governments, and to stimulate the building of local networks for lifelong learning. It is supposed that those networks are in a better position to react rapidly to changes and match learning needs with demands. Moreover, stakeholders on the micro-level are expected to bring learning closer to home but also closer to the situations in which it is applied (work, family, care, hobbies etc.).

One of the big talking points at last weeks DISCUSS conference in Munich was the current influx of refugees into Germany and the challenges for public services. It seems up to 5000 refugees are arriving daily at Munich’s main railways station.

Most participants at the conference would agree with Marcel Fratzscher, the head of the German Institute for Economic Research (DIW), who is reported in today’s Guardian newspaper as saying  the hundreds of thousands of newcomers this year as well as the hundreds of thousands more expected over the coming years, are a major opportunity for Germany and that its strong financial position makes it ideally placed to welcome them.

Dienstag, 03 November 2015 11:26

TALOE - Time to Assess Learning Outcomes in E-learning

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The TALOE project intends to promote the internal consistency of online courses by using the ALOA model (Aligning Learning Outcomes and Assessment) and developing a web-tool to help teachers and trainers decide on the e-assessment strategies to use in their online courses.

This web-tool is aimed to raise teachers' awareness about the variety of e-assessment strategies in order to achieve better quality of the learning process. TALOE assumes that a teacher/trainer will describe the learning outcomes of the course or module and then use the TALOE web-tool online to analyse them and provide the most appropriated e-assessment strategy that is consistent with the set of intended learning outcomes.

I greatly enjoyed the DISCUSS project conference in Munich last week at which I spoke together with Steve Wheeler. After the morning speeches, there was a cafe type session in the afternoon looking at four key challenges the project has identified for education in Europe. All were interesting and given the venue tended to be reflected through the lens of the present refugee crisis.

In 2013 around 34 million persons born in a third country (TCNs) were currently living in the European Union (EU), representing 7% of its total population. Integrating immigrants, i.e. allowing them to participate in the host society at the same level as natives, is an active, not a passive, process that involves two parties, the host society and the immigrants, working together to build a cohesive society.

The University of Glasgow is the leading partner in the consortium of universities that have developed this Erasmus Mundus Internationals Masters programme in Adult Education for Social Change.

The other universities are University of Malta, Open University of Cyprus, Tallinn University and Universiti Sains Malaysia. A distinctive feature of this programme is the connection between theory and practice, gained through focused placements and mobility periods between the partner universities. It draws together the recognised strengths of the consortium partners into a relevant, joint degree that engages with and responds to such issues as social inequality, migration and intercultural cooperation.

Agricultural Alliance for Competence and Skills based Training (ACT project) aims to establish a strong connection between a sizable ecosystem: job seekers, job providers and training opportunities, in the agriculture sector, such there is a demand of qualified employees and a weak connection among job providers, job seekers and training programs. At this point, ACT aims at establishing and sustaining an Alliance for competences and skills based vocational education and training (VET) in agriculture. The motivation behind this, is to respond to the demand for lifelong-learning in the agricultural sector, facing environmental (Climate change and biodiversity loss), economic, social and territorial challenges, as well as EU directive reforms (Common Agricultural Policy (CAP)).
 
ACT Mission is to support and improve farming business by developing tools for defining competences on agricultural innovations and management. Consequently, ACT vision is to help the farming business to face current and future challenges, by providing innovative tools and establishing competence based vocational education
and training in agriculture. Taking these into account, ACT main scope is to improve the competitiveness of European farming.

A number of recent events have highlighted the importance of lifelong learning in the promotion of integration of refugees and migrants in Europe.

On October 21, the Lifelong Learning Foundation of Finland brought together stakeholders in the area of adult education in Europe. Dr. Katarina Popović, Secretary General of the International Council on Adult Education focused on the importance of sustainable development goals in the field of adult education and learning in working with refugees, and on the theme of immigration. The President of the European Association for the Education of Adults (EAEA), Paludan Hansen, addressed one of the key trends of 2015, in relation to the integration and lifelong learning of refugees and migrants. through strengthening adult education opportunities, life skills for individuals, active citizenship in democracy and better sustainability can be achieved.

Dienstag, 27 Oktober 2015 12:56

A Call For Investment In Community Learning

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Susannah Chambers, NIACE in her latest vlog is discussing the positive contributions and valuable skills Community Learning can bring to learners and society. Underpinning research evidence is presented to support the call for there to be national investment in a radical new vision for Community Learning.

 

 

by Susannah Chambers on 16 Oct 2015
Source:
Link: NIACE Website

 

Farm Inc. addresses the issue of competiveness at farm level and aims to strengthen the competitiveness of agricultural SMEs as well as to improve the quality of continuous vocational training and the acquisition of skills for the agricultural sector. More specifically, Farm Inc. introduces the concept of an innovative marketing strategy to the agricultural community (farmers and farmer associations) in order to increase the bargaining power of small producers in the existing food chain and to open new market possibilities.

Mittwoch, 14 Oktober 2015 12:24

Bazaar - Learn and Exchange at the Market Place

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The main aim of Bazaar is to promote language learning and at the same time the exchange experiences, knowledge and ideas amongst adult learners with a migrant background. Bazaar stands for ‘Learn and Exchange at the Market Place’ and is co-funded by the Lifelong Learning Programme of the European Commission.

The educational approach is based on the key concepts of learner centricity; informal learning; learning embedded in everyday contexts; social inclusion, community and citizenship. By these means Bazaar tries:

Mittwoch, 14 Oktober 2015 08:59

Game - KaHoot!

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Kahoot! is a web-based game created to add fun in a students assessment. Kahoot Quiz is a web-based quiz that is prepared by a teacher, consisting of multiple choice questions. The students - gamers assess the game from any electronic device (PC, laptop, tablet, mobile phone), through a game PIN, using nicknames. The game is played on real time. For each question, the gamers have to select the right answer. The score is calculated automaticaly taking into account, the right replies and the time needed to reply for each gamer. At the end of the quiz, the winners are announced. We have tested the kahoot game in the final seminar of the Qual4T project. It was fun, engaging and stimulating. The game can be used also as an ice-breaking activity in a workshop/seminar or as a short break between lectures.

Dienstag, 13 Oktober 2015 13:39

How to involve everyone in quality improvement

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Very often, quality assurance is seen as the task of a designated person ‘the quality officer’ or the relevant department ‘the quality department’. Teachers, trainers and students in schools and training organisations are barely involved in quality issues. They follow quality procedures, they fill-in some forms and questionnaires and that’s it. They do not really engage themselves and in fact nobody asks from them to be more actively involved.

However, the creation of a quality culture in an organisation requires active involvement of all affected persons, not only in the implementation phase, but also in the planning, evaluation and review phases of the quality cycle.

Acknowledging the importance of active involvement of staff and students in quality improvement, the project Qual4T organised a seminar, in which these issues been discussed: How to involve students in quality improvement? How to keep everyone in a school/workplace involved in quality?

The PLENTIS project is developing a set of online educational minigames on the topic of agricultural entrepreneurship, in order to develop the entrepreneurial skills and competences of vocational students.

According to the Lisbon Strategy, one of the 8 key competences is the ability for entrepreneurship. As entrepreneurship cannot be identified as one competence, but as a set of competences, the PLENTIS project aims to develop an online educational platform, which is basically a gamified competence development land (literally), with actual content (knowledge base) and individual games to help teachers and students develop those skills and competences essential for entrepreneurship.

The Plentis project is funded by the European Commission’s Erasmus + programme. The project started in September 2014 and lasts for 2 years. The main field of the project is to develop an online game based learning platform and a supporting teachers’ handbook in the topic of agricultural entrepreneurship development.

One of Cedefop’s main priorities is to support EU Member States and social partners in further developing and improving vocational education and training (VET) and lifelong learning policies and practices. To be able to do this systematically, Cedefop has launched a series of policy learning forums on a range of subjects.

The aim is to establish a continuous process of sharing and learning where initial policy learning events are followed up through continued cooperation. Experts from 24 countries gathered in Thessaloniki on 24-25 September for the first forum, which addressed the way the learning outcomes principle and approach is used to define and describe VET qualifications across Europe.

The focus of the project is the question whether it is possible to adapt successful mechanisms of open innovation to open organizations. In open organizations people from outside the organization are not asked for cooperation because of their individual knowledge but are integrated as a person with all the competences they have. To do so it is not only important to have open organizations. You also need open persons. It is important to know a lot about the competences needed in one organization and the competences that are offered by an individual. And it is important for managers to be open, act as an open person and to act in an open organization. The competences they need for this shall be trained by a serious game application.

 

We welcome you to join us for the CHOICE Final Event that will take place on the 19th October 2015 in Lisbon, Portugal. This event will take place one day before the ICT 2015 event (Click here to know more details about this event), involving the high participation of the European Commission's policies and initiatives with regard to R&I in ICT.

The learning city concept can contribute greatly to lifelong learning objectives within a community (rural area, neighbourhood, city or region). However, it must be well planned, engage stakeholders from across different sectors and most importantly provide a mechanism for monitoring progress.

I define lifelong learning using the PASCAL definition[1] ‘structured, purposeful learning throughout the lifespan, from cradle to grave’. This links with the UNESCO definition of a Learning City[2], which feature the mobilization of resources for some broad goals to do with individual empowerment, economic and cultural prosperity, social cohesion and sustainable development. The resources include formal education, workplace learning, community and family learning, technology, ensuring a quality experience while developing a culture of learning within a community.

Donnerstag, 17 September 2015 09:06

DAVE - Developing validation of Adult Education Trainers

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The DAVE project has produced an adult education trainer competence profile and a methodology for validating competence of Adult Education Trainers (AETs), called Expertise Check up. The competence profile is based on desk research on existing competence profiles at OECD level and on a need analysis carried out in a number of adult education providers including the partners. 

With the QUAL4T project seven European partners aim to provide teachers and trainers high quality materials to help them with improving quality in education.

The TIM project develops an on-line collaborative learning environment to develop creativity among workers in the metal industry so that they will be the drivers of the introduction of innovation in the metalworking companies. The steel industry is one of the key sectors at European level, not only for being one of the main generators of employment, but also for being one of the most profitable of all European manufacturing industries. This is recognized by the Directorate General for Enterprise and Industry of the European Commission in its publication “Spotlight on Europe’s invisible sector”, pointing to Germany followed by Italy, France, UK and Spain as the largest producers.

The project ECVET for Permeability and Transferability between the Non-Formal and Formal VET System (ECVET PERMIT) aims to implement the European Credit system for Vocational Education and Training (ECVET) methodology in the curricula of VET study programmes within the non-formal and formal VET system, at national and EU level, in an effort to increase the permeability and transferability of the learning outcomes achieved within different learning contexts.

Specifically, the project aims to apply the ECVET methodology for describing, assessing and validating learning outcomes in the VET study programmes of three non-formal technical specializations: plumber, automotive mechanic and electrician, in order to test the transferability of credits from the non-formal to the formal VET system, firstly within the national boarders and secondly on a European level.

Samstag, 04 Juli 2015 18:36

CommonS - Common Spaces for Collaborative Learning

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The CommonS project aims at the development of Common Spaces, an international co-learning and e-mentoring Community of Practice (CoP) dedicated to improving the employability skills and work opportunities of participants and reducing the gap existing between the academic world and the labour market, by means of appropriately remixed and localised OERs, i.e. Open Educational Resources freely available to everyone.

The aim of the SAVED project is to tackle school dropout through the application of risk detector tools and, building the professional and organisational capacities necessary to deal with school dropout and absenteeism.

To effectively tackle dropout a range of tools were developed (transfered), such as a risk detector, which is an interactive electronic tool designed for counsellors to identify individuals at risk of school failure and dropping out. The technique is designed to evaluate students’ strengths and weaknesses that are considered important in the learning environment to assess not only the risk of school failure but also what type of support is most suitable for different groups of students.

Freitag, 12 Juni 2015 13:26

MMS - Moving from the Margins of Society

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The MMS project is developing tools to assist migrants and minority communities to be part of the society and community in which they are living. Its aim is to provide a practical approach to addressing the reality within migrant and minority communities of being at the margins of society. One of the fundamental principles of Europe is the freedom of movement as exampled in the European Year of Workers Mobility 2006. There are many studies and research papers which demonstrate the economic benefits which derive from mobility.

Mittwoch, 13 Mai 2015 13:05

Quality for Innovation in European Schools

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Q4I means Quality for Innovation, and is the core concept around which a number of European institutions and networks have joined forces to create an easy to use approach to quality management for innovative schools. The developed model identifies the core dependencies that schools should address before and during innovative processes.

Q4I is an easy to use approach to quality management for innovative schools. The developed model identifies the core dependencies that school should address before and during innovative processes. The Q4I model is based on seven Areas of change and four Engines of Change. The Q4I Focus Areas are:

The main goal of the VTeCOACH project is to develop an assessment tool based on a 360º evaluation system so that VET learners can later be provided with the necessary feedback to carry out an action plan in order to work on and hopefully improve their SOFT skills.

Mittwoch, 22 April 2015 16:46

TEAL: Transitions into Enterprise for Adult Learners

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Life transitions are challenging because they force us to let go of the familiar and face the future with a feeling of vulnerability. Most life transitions begin with a string of losses: The loss of a role; person; place or sense of where you 'fit' in the world. TEAL (Transitions into Enterprise for Adult Learners) responds to these challenges which all partners (UK, Spain, Germany) face by providing adult learners with new pathways to re-engage with learning and improve their knowledge and competences to consider making a transition into enterprise e.g. from unemployment or redundancy.

Sonntag, 19 April 2015 15:33

Resolve

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ReSoLVe aims at developing the German video platform draufhaber.tv to European usability. draufhaber.tv is aimed to become a European video platform which is used by young people during their vocational orientation or training in order to explain how to solve occupational tasks. Thereby it provides a module in European information space as well as in European space of lifelong learning. By applying highest European standards of data security, draufhaber.tv offers young people appropriate space for their self-produced videos. The platform will be translated into English, French, Spanish, Portuguese, Italian, Polish, Romanian and Russian.

Freitag, 17 April 2015 14:47

NOBOMA - Competences of elderly care takers

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More transparency of qualifications / competences is an essential component in the efforts to adapt education systems in the EU to the need of the knowledge society as well as the necessity of more and better employment in the job market “Europe”.

Sonntag, 12 April 2015 09:06

Q-KULT - Quality and school culture

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Quality Management (QM) systems have been introduced in vocational schools in various European countries over the past ten years and it has become clear that individual schools have had varying degrees of success in implementing their QM systems in full and in an appropriate manner, i.e in accordance with the underlying QM principles, in gaining acceptance from those involved and in achieving the desired impact.

Donnerstag, 09 April 2015 13:18

TANDEM NOW

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In many European countries migrant youths or young people from ethnic minorities do not have any role models in future-oriented fields throughout their job careers, neither within their families nor in their social contexts. If at all, they tend to take up traditional job trainings and jobs, as they and their families do not consider other options for various reasons.

Therefore it is considered crucial to offer youngsters mentors from their own ethnic communities who accompany them on their way to a successful VET and job career. Mentors are meant to support these youngsters as a role model in the education and training phase which is vital for their future career. It is considered crucial to offer youngsters mentors from their own ethnic communities who accompany them on their way to a successful VET and job career.

Mittwoch, 25 März 2015 19:06

Ciceron - Promoting volunteering to the over50s

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Europe’s ageing population has a wealth of knowledge and experience that should be harnessed to benefit future generations; however this is at risk of being lost as older people face social exclusion. Part of Europe’s 2020 Strategy seeks to address this issue by focusing on the sustainability of knowledge and experience. This strategy is relevant to all sectors of our society.

European Public Employment Services (PES) are key agents in supporting Europe’s strategic goal of high levels of employability during a period of economic turbulence and demographic change. The increased demands on these public services have precipitated a need for transformation and continuous development. For managers and practitioners to perform successfully in their job and to support their own, and their clients’/claimants’, career adaptability and resilience, they each need to acquire a set of new transversal skills and competencies, as well as embed a professional culture of continuous improvement.

Dienstag, 24 März 2015 11:26

RadioActive Europe

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The project developed a pan-European Internet Radio platform, incorporating Web 2.0 functionality, linked to innovative community based pedagogies – addressing employability, inclusion and active citizenship in an original and exciting way. The Internet Radio provides an innovative way to engage, retain and develop those who are excluded or at risk of exclusion, and its low-cost, extensibility and sustainability, compared with fm radio for example, is a key dimension in ensuring the success of this project.

Montag, 23 März 2015 17:29

REAL - Recognition for Adult Educators

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Many experienced, knowledgeable and competent adult educators have no formal teaching qualification. If this situation applies to you, then the Toolkit will help you get recognition for what you have learned so far as an adult educator, by universities, colleges and employers. The resources can also be used to help you make plans for your professional development, with a view to achieving excellence in the practice of adult education.

Work-based and work-related learning in higher education for adult learners is seen as crucial to address labour market skills gaps predicted in European policy documents. It is also relevant to debates on work-related learning and upskilling that were identified in the Leitch Report produced in the UK.

The LETAE project funded by the EU under its Lifelong Learning Programme is concerned to identify good practice in partnerships and collaborations between enterprises, work organisations and employer groups and higher education institutions. It builds on the THEMP (Tertiary Higher Education for Mid-life People) project which concentrated on pedagogical issues related to adult learners in higher education; while in LETAE we are more interested in the work-based/-related elements of such programmes with a focus on partnerships and collaborations.

Main challenges of the ageing knowledge economy are constant upgrading of the skills of the active population and mitigating new and old social risks. In the aging society and the globalised knowledge economy, the people in mid-life are increasingly exposed to social risks of exclusion from the labour market. They are also excluded from formal Lifelong Learning (LLL), specifically Tertiary Lifelong Learning (TLL). The access of mid-life learners to TLL and their retention in the system have an increasing relevance for the socio-economic sustainability of the ageing European knowledge society.

Mittwoch, 18 März 2015 15:59

TACCLE2

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A key output of the first TACCLE project (www.taccle.eu) was a handbook for teachers wanting to introduce e-learning into their practice. There was also a series of training events for teachers based on the handbook. Both the handbook and the courses were rated highly by teachers but feedback from readers and from course participants was that there were still ‘gaps’ that needed to be filled.

Samstag, 14 Februar 2015 11:45

#Uptake_ICT2life-cycle

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The strategic partnership will promote actions, at a national and international scale with the purpose of building contents, digital instruments and analyzing the impact of ICT in a global world. It will pay special attention to learners that have never used the Internet and with disadvantaged backgrounds. It aims to help people facing the process of civilizational change (social, political, economic, and cultural) and, consequently, to shape the needs of future generations.

Be it because they lack the knowledge or because they lack motivation or opportunity, older people are traditionally excluded from Information & Communication Technologies (ICT). So a partnership was created to encourage senior citizens motivation and knowledge about ICT, thus helping to overcome the exclusion of elder people in the field. The project made use of non formal education and innovative methods, to address older people’s learning needs.

Following new lifelong learning policies through the past years there’s a rapid growing of VET networks throughout Europe, with a strong tendency to interlocking educational activities across organisations and sectors. Apparently this shift towards multilateral and transversal cooperation in VET calls for new and innovative approaches to joint decision making, shared planning, coordinated implementation and quality control of educational provision.

BEQUAL is a Lifelong Learning Development of Innovation project that has developed a portal on the theme of quality assurance in VET and an on-line benchmarking tool to be used by VET providers to benchmark their quality assurance systems with their peers. The benchmarking tool is based on the European Reference Framework for quality assurance in VET (EQAVET) and on the EFQM excellence model. It is available in ten different European languages and it gathers benchmarking data from more than 450 VET institutions.

The project produced an online benchmarking tool, which can be used to compare quality practices of vocational training institutes (VET) with each other, and to identify best practices. The objectives are: to develop quality assurance in vocational education and training institutes, to promote the use of the European Quality Assurance Framework, to allow its practical application through the use of online benchmarking tool and best practice database.

Sonntag, 01 Februar 2015 11:32

EMPOWER Migrants

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The MIGRANTS+ project aims at developing lifelong learning opportunities for adult emigrants in basic skills, developing the skills of training staff, administrative staff, who frequently deal with migrants, support staff of NGOs how to facilitate personal development and enhance the learning opportunities of migrants, enhance active participation of migrants in the host societies as equal members and preventing their marginalisation.

MIGRANTS+ has adapted and further developed the software tool produced by the FIL Leonardo project, which detects learning needs in basic skills such as numeracy, ict, use of internet, communication skills, human relations, occupational health and proposes users individualised training curricula. It has developed tests (pools of questions and respective set of curricula) for further skills, as language literacy (CZ, DE, EL, FR, IT, PL, TR), legislation (civil rights, employment laws and social security), knowledge of the culture of hosting country.

Sonntag, 01 Februar 2015 11:32

IDOL - International Development Officer

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An increasing number of VET teachers/trainers work as developers or project coordinators of transnational project work. They need more competence in the field of international projects planning, implementation and evaluation, but most of all a validation system recognising their competence and experience. A large part of this is acquired through non formal or informal learning. We seek to recognise and accredit this learning by creating an integrated European system.

Most organisations have little knowledge of their own strengths and abilities to innovate. The project aimed at identifying and making the most of those, while raising awareness about shortages which might be hindering the company’s competitiveness. This was done by means of a diagnosis tool as well as a practice programme created according to the company’s needs, the implementation of which was facilitated by the higher education institutions.

Dienstag, 06 Januar 2015 11:32

New Teachers for New Competences

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Tools to help the teachers to develop, mobilize and valorize the transversal competences in their learners requested by the companies acquired through informal learning. The project aims to develop a teaching tool that should help teachers to transfer tacit competences to VET students in accordance with the requirements of the industry in order to facilitate their access to the labour market. The focus is made on transversal competences.

The objectives of the VOW+IPLM project are to exchange best practice in the validation of informal learning, to develop transferable competence standards to be used when validating individuals against job standards, and to develop an innovative tool "E-evaluation Platform" for the validation of competences acquired at work place and give to each beneficiary the possibility to build an individual further career by lifelong learning.

Sonntag, 14 Dezember 2014 11:32

R3L + A Quality Framework for Learning Cities and Regions

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Over the past decade, the Learning Region has become a widely adopted concept in European education policies. However the concept has taken different forms and has been reflected in a variety of network figurations. From different departures points and though various pathways many projects have developed domain specific knowledge in the area of social capital building, governance and institution building, stakeholder collaboration, public-private partnerships and transversal cooperation. The basic intention of the R3L+ project was to capitalize on this diversity by bringing together actors from our respective countries in order to learn from each other and jointly elaborate a common quality framework for the development and management of cooperative learning arrangements among educational providers, SMEs and public agencies.

Mittwoch, 03 Dezember 2014 11:32

ICONET - Informal Competences Net

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Many disadvantaged young people have acquired competencies that may be relevant for VET through processes of non-formal and informal learning but that cannot be used systematically, because these competences are invisible.

Montag, 01 Dezember 2014 11:32

G8WAY - Web 2.0 Enhanced Gateway to Education Transition

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A major characteristic of European societies might be seen in the rapidly growing differentiation of educational pathways, opportunities and biographies. This increase in complexity from learners requires great effort into initiative taking, creativity, problem solving, risk assessment and decision taking. Through the past years various structures have been developed in order to support students in mastering educational transition. However they have been often formulated in an institutional perspective, counting out learners' experience and creativity skills as well as new opportunities of technology enhanced learning.

EUROlocal is the European storehouse on the local and regional dimensions of lifelong learning. EUROlocal reinforces the EC policy on lifelong learning regions by collecting the tools, strategies, learning materials, reports and everything concerned with their development. EUROlocal represents an easily-accessible resource for local initiatives to the collective experience and knowledge resulting from these pan-European efforts.

Mittwoch, 12 November 2014 11:32

Eduplan - Quality assurance in VET networks

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EduPlan is a self-evaluation instrument based on the Irish project SPEAK and mainly foreseen for quality assurance and evaluation of measurements taken in vocational education- and training centres. It supports quality in planning and decision-making, ensures the transfer of educational measurements and initiatives, and leads to quantifiable results. EduPlan can be used as planning tool for quality control in vocational education and training centres.

It supports quality in planning- and decisionmaking-processes, ensures the transfer of educational measurements and –initiatives, and leads to quantifiable results. The intention is to offer EduPlan in a broad range of use within the field of education and further education in all kinds of sectors of the vocational education providers. Through the ongoing application of EduPlan it becomes a basic planning tool for quality control. Quintessentially EduPlan leads to an increasing cooperation amongst educational providers.

Samstag, 01 November 2014 11:32

ELDER - Experience New Learning

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ELDER supports seniors coming from restructuring sectors on transmitting their knowledge to other generations. The main aims are related to: active participation of seniors in continuing learning processes; share experiences and good practices developed at European Level in the field of knowledge transfer among generations; identify and analyse the necessary competences to favour the intergenerational knowledge transfer.

At the same time the project offered to SENIORS a specific training program and tools favouring the exchange and transfer of knowledge. In this way the project promotes active ageing, volunteer work and the social participation, reinforcing their social contribution to other (younger) people learn from their experience.