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

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.


Markiert in: training

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pdf Digital literacy for migrants - Case Study

Von Markiert in case, course, digital, Erasmus+, ErasmusPlus, Europe, ict, identity, inclusion, literacy, migrants, mooc, refugees, study, training, Uptake 1 Download

Download (pdf, 179 KB)


Randolph Preisinger-Kleine / Rebecca Kloza

Digital literacy for migrants: Case study on multiplicator seminars, conducted within the framework of the European UPTAKE ICT project

December 2016

This case study has been produced within the framework of the European UPTAKE ICT project, which promotes actions, to analyse the impact of ICT in a fast changing world and, to build contents and instruments for digital inclusion.

The project with support of the European Union has developed a Mooc-enhanced course program, addressing a broad range of ICT-related  skills and competences, needed to meet the demands of the digital society. The course program comprises a set of modular learning units, suitable for novice, advanced and experienced learners. It offers lessons on the use of computers, search engines and email services, how to use social media and build websites, but also how to program mobile applications. To name only a few.

In the case study we present the first findings from a series of trainings conducted in Germany. The purpose was to test and evaluate the course program with regard to its fitness for purpose, that is its effectiveness towards digital inclusion and digital literacy.

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