Ordner Document Library

Ordner Communities of Practice

Communities of Practice

This category holds discussion and research papers related to the topic of communities of practice, in particular how to build, cultivate and sustain communities of practice.

Ordner Creativity and innovation

Creativity and innovation

Creativity is the prime source of innovation, which in turn is acknowledged as the main driver of growth and wealth creation, as key to improvements the social field and as an essential tool in addressing global challenges such as climate change, health care and sustainable

Ordner Developing skills and transversal key competences, bridging the world of work

Developing skills and transversal key competences, bridging the world of work

The European Union defines eight key competences: communication in the mother tongue, communication in a foreign language, mathematical competence and basic competences in science and technology, digital competence, learning to learn, social and civic competence, sense of initiative and entrepreneurship as well as cultural awareness and expression.

Ordner E-Learning

E-Learning
Using new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration.

Ordner Education transitions, school to work transitions, life transitions and pathways

Education transitions, school to work transitions, life transitions and pathways

Concepts and approaches to guiding people of all ages through change.

Ordner Entrepreneurial Skills

Literature and Materials related to Entrepreneurial Skills

Ordner Learning Region | Learning City

Learning Region | Learning City

Promoting learning partnerships on local and regional level in order to build meaningful contexts for social and economic innovation.

Ordner Lifelong Learning - General Themes and Topics

Lifelong Learning - General Themes and Topics

Lifelong learning may be broadly defined as learning that is pursued throughout life: learning that is flexible, diverse and available at different times and in different places. The European Commission (2001) found that lifelong learning has “Four broad and mutually supporting objectives: personal fulfilment, active citizenship, social inclusion and employability/adaptability”. In this regard, lifelong learning has lifewide dimensions that transcend narrow economic and vocational aspects.

Ordner Lifelong learning policies

Lifelong learning policies

Lifelong policies has many facets. However, its major aim might be seen in the continuously support process of stimulating and empowering "individuals to acquire all the knowledge, values, skills and understanding they will require throughout their lifetimes and to apply them with confidence, creativity and enjoyment, in all roles circumstances, and environments.” (Watson 2003)

Ordner Project development, implementation and evaluation

Project development, implementation and evaluation

This category holds documents related to initiating, planning, management, monitoring and completion of projects.

Ordner Promoting social and economic cohesion through advanced adult education opportunities

Promoting social and economic cohesion through advanced adult education opportunities

According to the European Agenda for Adult Learning adult education shall promote equity, social cohesion and active citizenship through participation in social and cultural learning for personal development and fulfillment.

Ordner Quality Assurance in Education & Training

Quality Assurance in Education & Training

The European Quality Assurance Reference Framework (Reference Framework) is designed to promote better vocational education and training by providing authorities with common tools for the management of quality.

Ordner Senior and intergenerational learning

Senior and intergenerational learning

The ageing of the population is one of the significant transformations being experienced in European societies and a critical social policy issue facing families, governments and communities.

Ordner Serious Games

Serious Games

Serious games are simulations of real-world events or processes designed for the purpose of solving a problem. Although serious games can be entertaining, their main purpose is to train or educate users,

Ordner Validation of Informal Learning

Validation of Informal Learning

Validating non‑formal and informal learning is increasingly seen as a way of improving lifelong and lifewide learning. More European countries are emphasising the importance of making visible and valuing learning that takes place outside formal education and training institutions, for example at work, in leisure time activities and at home.

Dokumente

Markiert in: entrepreneur

Anzeige der Dokumente, die markiert sind mit entrepreneur. Alle anzeigen

default Developing an EU Social Enterprise Learning Pathway

Von Markiert in enterprise, entrepreneur, entrepreneurship 3 Downloads

SETTLE (Social Entrepreneurship Training via ICT Learning Environments) is an ERASMUS + KA2 Strategic Partnerships for vocational education and training project. That aims to build on various audits by partners and to propose a possible learning pathway.
 
This document is a consultative document that aims to inform the transnational meeting to be convened in Lithuania at the end of June 2016. Through this document the project team hopes to develop a suitable and EU wide learning pathway to promote social enterprise.

pdf JRC-IPTS: Entrepreneurship Competence - An Overview of Existing Concepts, Policies and Initiatives - Final Report (2015)

Von Markiert in enter.mode.en, entrepreneur, entrepreneurship 2 Downloads

This report presents the state of the art on the topic of entrepreneurship competence identifying and comparing different theoretical and practical approaches from the academic and entrepreneurial world. It draws on an extensive literature review, an inventory of selected initiatives and in-depth case studies.
 
The report looks at different definitions, frameworks, components and other elements of entrepreneurship as a competence, and reflects upon entrepreneurship education, teaching and assessment methods used for entrepreneurial learning.
 
This report is the final output of the JRC-IPTS funded study 'Entrepreneurship Competence: An overview of existing concepts, policies and initiatives (OvEnt)'; it is part of the wider research agenda of JRC-IPTS on 'ICT for Learning and Skills' that aims to provide evidence on how skills and key competences that our digital society needs are acquired, certified and recognised.

default Learning and Training for Social Entrepreneurship. European Approach

Von Markiert in business, enterprise, entrepreneur, entrepreneurship, innovation, skills, social, startup, training 2 Downloads

This report has been elaborated in the framework of SETTLE project and contains relevant information related to training for social entrepreneurship.
 
The report has been elaborated from December 2015 to April 2016 by the SETTLE partnership. Paper authors used both qualitative and quantitative techniques.

The qualitative research involved mainly an analysis of scientific articles, official statistics, reports and online materials, while the quantitative research consisted of a series of interviews with experts in training on social entrepreneurship, social entrepreneurs and experts about the topic.

The main objective of this report is analyse the state of the art of training for social entrepreneurship in different European countries and the use in a ICT environment to promote skills for social entrepreneurship. The results will help us to understand better the training environment for social entrepreneurship in Europe and will enrich the development of SETTLE project, mainly the development of the main Intellectual Outputs.

Thus, SETTLE partnership have analysed two main areas related to the project:

  • Social entrepreneurship culture: the environment in which social entrepreneurs are living and working: support to social entrepreneurship, policies, social actors involvement, networking possibilities, etc.
  • Training for social entrepreneurship: training/learning initiatives to encourage and promote entrepreneurship, especially the informal training initiatives intended to promote these “soft” skills for entrepreneurship.
  • Finally, we have included 16 training initiatives and practices of social entrepreneurship (case studies), as inspirational resources for our future learning platform development