Ordner Migration & ethnic diversity

Dokumente

pdf Cluster Key Competences – Curriculum reform and Peer Learning

Von Markiert in key

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ClusterKeyCompetences_CurriculumReform_SynthesisReportOnPeerLearningActivities_2008.pdf

Presentation of conclusions and recommendations deriving from 3 peer learning activities organized by the Commission regarding the reform of the key competencies framework.

pdf Communication: A New Skills Agenda for Europe - Working together to strengthen human capital, employability and competitiveness

Von Markiert in agenda, new, skills 1 Download

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Communication_NewSkillsAgendaforEurope_WorkingTogetherToStrengthenHumanCapitalEmployabilityAndCompetitiveness.pdf

The new Skills Agenda for Europe, published in 2016, launches a number of actions to ensure that the right training, the right skills and the right support is available to people in the European Union. It will aim at making better use of the skills that are available; equip people with the new skills that are needed - to help them find quality jobs and improve their life chances.

pdf DigComp 2.0 - The Digital Competence Framework – Update 1

Von Markiert in competences, digital, framework 1 Download

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TheDigitalCompetenceFrameworkForCitizensUpdatePhase1.pdf

DigComp 2.0 identifies the key components of digital competence. The update consists of a revision of the 21 descriptors and the vocabulary.

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

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UptakeICT_German_Case_Study_Ver2.pdf

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.

pdf Education as a tool for the economic integration of migrants

Von Markiert in economic, EENEE, integration, migrants 3 Downloads

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EducationAsAToolForTheEconomicIntegrationOfMigrants_2016.pdf

The EENEE report, published in 2016, confirms the persisting inequalities and differences between Member States in terms of educational achievement and subsequent economic and social integration. In the concluding part of the report some potentially successful strategies are identified, which might feed into the ongoing debate.

pdf EntreComp: The Entrepreneurship Competence Framework

Von Markiert in competences, entrepreneurship

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TheEntrepreneurshipCompetenceFramework.pdf

The EntreComp framework proposes a shared definition of entrepreneurship as a competence, with the aim to raise consensus among all stakeholders and to establish a bridge between the worlds of education and work.

default Making Integration Work - Assessment and Recognition of Foreign Qualifications

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OECD Study, published in 2017

pdf Pauliina Alenius: Informal learning processes of migrants in the civil society: a transnational perspective

Von Markiert in informal, learning, migrants

The aim of the article is to examine the informal learning processes of migrants particularly in relation to their social engagements in associations, informal groups and transnational networks in the Estonia-Finland space. The theoretical framework relates to socio-cultural, situated learning tradition as well as transnational migration studies. In educational research, transnational perspectives are still relatively new and little explored. The research data (98 interviews) were analysed following theoryguided content analysis.

Diverse learning trajectories in relation to the informants’ associational engagement were identified. Engagement in various social groups in transnational environments had widened the informants’ perspectives and understanding, enabling them to explore differences in societal conceptions and practices. Some of the informants had been acting as transnational brokers, conveying conceptions and practices between communities across national borders. There is a need to examine migrants’ learning trajectories in relation to their social engagements not only in the country of settlement but also in transnational spaces.

European Journal for Research on the Education and Learning of Adults 2016 7(1): 41-55

pdf Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning

Von Markiert in competences, key, recommendation

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RECOMMENDATION_OF_THE_EUROPEAN_PARLIAMENT_AND_OF_THE_COUNCIL_2006.pdf

Reference Framework that initially set out in 2006 the eight key competences.