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K2 items
- Building communities of practice
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- Developing basic skills and key competences
- ECVET
  - Agricultural Alliance for Competence and Skills based Training
- Entrepreneurial skills
- Inclusive Education
  - PARTICIPATE: Participatory Model to Designing Learning Outcomes
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  - Open call for LISTEN award 2018 | promoting intercultural storytelling with refugees and migrants
  - Open invitation: Employment Perspectives for Migrants and Refugees
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- Promoting social & economic cohesion through adult education
- Quality in Vocational Training & Education
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- Uncategorised
- Validation of Informal Learning
- Working on lifelong learning projects
  - Using WIKIs for project management
  - When you wish you could go back to college

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Member Posts
- Building communities of practice
- Creativity and Innovation
- Developing basic skills and key competences
- ECVET
  - Agricultural Alliance for Competence and Skills based Training
- Entrepreneurial skills
- Inclusive Education
  - PARTICIPATE: Participatory Model to Designing Learning Outcomes
- Intergenerational, senior & family learning
- Learning Cities and Regions, Community Learning
- Migration & ethnic diversity
  - Open call for LISTEN award 2018 | promoting intercultural storytelling with refugees and migrants
  - Open invitation: Employment Perspectives for Migrants and Refugees
- Miscellaneous topics
- Open educational resources (OER)
- Promoting social & economic cohesion through adult education
- Quality in Vocational Training & Education
- Serious Games
- Social Innovation
- Technology enhanced and web-based learning
- Transitions and pathways
- Uncategorised
- Validation of Informal Learning
- Working on lifelong learning projects
  - Using WIKIs for project management
  - When you wish you could go back to college

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  - #Uptake_ICT2life-cycle Workshop
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  - Conference on learning outside the Formal educational system and in alternating between formal, informal and non-formal learning
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  - DQSkills project training prototype ready for testing
  - E-METHODOLOGY
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  - Kickoff meeting of KA2 strategic partnerships selected in 2018
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Documents
- Communities of Practice
- CONNECT - Building Urban Ecosystems for Lifelong Learning
- Creativity and innovation
- Developing skills and transversal key competences, bridging the world of work
- E-Learning
- Education transitions, school to work transitions, life transitions and pathways
  - Storytelling and personas as a way of understanding educational transitions
- Entrepreneurial Skills
- Learning Region | Learning City
- Lifelong Learning - General Themes and Topics
- Lifelong learning policies
- Migration & ethnic diversity
- Project development, implementation and evaluation
  - Evaluate Europe - A Project Manager's Guide to Evaluation
  - Handbook for Dissemination, Exploitation and Sustainability of Educational Projects
- Promoting social and economic cohesion through advanced adult education opportunities
- Quality Assurance in Education & Training
- RIDE Practice Resources
- Second Chance Education
- Senior and intergenerational learning
- Serious Games
- Validation of Informal Learning

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Videos
- Community of Practice
  - (Virtual) Communities of practice for lifelong learning – Approaches, success stories and challenges
  - 10 Social Psychology Hacks To Drive Higher Levels Of Participation In Your Community
- Entrepreneurial Education
  - 19_01_2018 eMadrid Seminar on Entrepreneurship training based on competences
- Promoting social and economic cohesion through improved adult education opportunities
  - Adult education and learners participation
  - Adult education and learners' participation
- Developing basic skills and transversal competences
  - Amy Cuddy: Your body language shapes who you are
- Quality in Vocational Education & Training
  - An interview with Nikitas Patiniotis
- Lifelong Learning Thematic Areas
  - ASEM FORUM ON LIFELONG LEARNING 2015 BALI 9 12 MARCH 2015
- Entrepreneurial Education
  - Becoming an Entrepreneur | MITx on edX
- Lifelong Learning Thematic Areas
  - Bertelsmannstiftung "Lifelong Learning"
- Developing basic skills and transversal competences
  - Chris Anderson: How YouTube is driving innovation
- General
  - Common Craft - Libraries in the Internet Age
- Technology Enhanced Learning & Virtual Mobility
  - Concepts of adult education
- Serious Games
  - dygsuponty promo
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  - Educatia ca un elefant roz: Magda Balica at TEDxCaleaVictorieiED
  - EmployID overview
- General
  - Entrepreneurial Skills & Mindset in a Post-COVID-19 World - Professor Andrew Burke & Jonathan Ruane
- Entrepreneurial Education
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  - GINCO - information film of the Grundtvig International Network of Course Organisers
- Validation of Informal Learning
  - GINCO - Validation of Learning Outcomes
- General
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  - How I became a storyteller | Alex Glod | TEDxUniversityofPiraeus
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  - I4M Website Launch Event
- Validation of Informal Learning
  - Ian Bogost on Serious Games (full)
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- Transparency of qualifications
  - Interview with Jens Bjornavold, senior expert, Cedefop
- Promoting social and economic cohesion through improved adult education opportunities
  - Introduction to the Method ECEtt / Introduction à la Méthode ECEtt / MECETT
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  - Learning in Communities of Practice
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  - Noin Bullet - I Never
- Promoting social and economic cohesion through improved adult education opportunities
  - Presentation of PARTICIPATE project
  - Presentation of PARTICIPATE project
- Quality in Vocational Education & Training
- Promoting social and economic cohesion through improved adult education opportunities
  - R3L+ at Employment Week 2011 - Leena Vainio, Erik Wallin and Palmira Juceviciene talk about learning cities and regions
- Open educational resources
  - Sensory Labyrinth Theatre. Sense and Sensibility, Kazimierz Dolny, 2017
- Community of Practice
  - Short view on my CoP experience to support lifelong learning
  - Social learning - a framework
- Promoting social and economic cohesion through improved adult education opportunities
  - Survey
- General
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  - The European Refugee Crisis and Syria Explained
- Promoting social and economic cohesion through improved adult education opportunities
  - THEMP Project : Presentation of Mike Osborne. Barcelona, 14th November 2013
- Validation of Informal Learning
  - Validation of Informal Learning
- Lifelong Learning Thematic Areas
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  - Victor Negrescu responds to a question from Marina on digital sector
- Community of Practice
  - Virtual Community of Practice ITEN
- Open educational resources
  - VMCOLAB "Open Educational Resources"
  - VMCOLAB "Open Educational Resources"
- Lifelong Learning Policies
  - What does 'theory' explain about the European Union's lifelong learning policies?
- Community of Practice
  - What is a Community of Practice?
  - What is a Community of Practice?
- Entrepreneurial Education
  - What is Entrepreneurship

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  - 2nd International Online Conference - DISCUSS LEARNING 2020 «Vocational Education & Training – Focusing on Quality» Monday - Thursday, 9 – 12 of November 2020, 14.00 – 16.00 CET Nowadays, when we are discussing about the upgrading of vocational education and training and the need to increase student participation in the institution and structures of vocational education, the issue of quality is constantly emerging. Quality at all levels of education is a multifaceted issue. Quality affects the education system, the educational organization, the educational methodologies and tools and the employees, teachers and executives of education. The aim of the conference is to highlight the importance of quality assurance in education, with an emphasis on vocational education and training and a focus on the level of the training organization and educational practices. We will emphasize on issues of ensuring and improving the quality of structures that provide vocational training (educational structures and companies), while we will talk about improving educational practices, mainly through the use of technology. The conference will also address the impact of the Covid-19 pandemic on vocational education, the emerging need for internships and apprenticeships in the form of working from home and the use of new technologies in distance learning. It is also addressed to executives, trainers and teachers of Vocational Education and Training, to business executives, who offer or may offer Internship or Apprenticeship positions, and last but not least to policy makers in the field of VET. It will be held between 9-12 of November 2020, during the European Vocational Skills Week 2020, and it will be a virtual event. It will include presentations and workshops, while there will be sessions for attendees to ask questions and for some discussion. We believe that the conference will contribute to the dialogue regarding quality in vocational education and training, and will contribute to the creation of a quality culture at the level of organization and business, with the ultimate goal of modernizing it and improving the quality of education provided. You can register at http://discuss-learning.eu/index-en.html Participation is free of charge
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  - Competitiveness of European economy requires citizens and particularly young people to be innovative, creative, flexible and courageous to face challenges in a dynamic and volatile economy. The optimum method to approach students and provide them the chance to develop an entrepreneurial spirit is work-based learning and especially apprenticeship, however, apprenticeships are focused on the specific vocational skills, required in the specialization and not on the acquisition of entrepreneurial skills. Filling this gap, the App.Mod.E. project wants to develop an apprenticeship model for the acquisition of entrepreneurial skills by students in upper secondary and higher vocational education and training.App.Mod.E. has been funded with support from the European Commission. https://www.facebook.com/Apprenticeship-Model-for-developing-Entrepreneurial-skills-184981312255792/http://www.appmode.eu/
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  - Dear all,
    
    this is the first outline of our roadmap for DISCUSS 2016 - 2017. The visual map by and large reflects our plans for the next two years. If you think we left out something important or, if you should have new and better ideas, just add a comment
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  - Dear all,
    
    we changed the landing page of our platform for the following reasons:
    
    from my conversations with community building experts I learned that it is bad practice to explain the purpose and features of a platform right on the welcome page. Visitors may have various reasons to join an online community, and the chance to anticipate people's expectations is quite limited. Some even may have reasons we haven't thought of so far. Thus, instead of explanations about what we expect people to do on our platform I would like to suggest an iconographic representation of the community features, which leaves it up to new members to develop their own meaning of the platform and how to make the best out of the tools offered.
    
    Secondly, the way we presented the title of our project so far caused some ambiguity. Some visitors from the frontpage text seem to have learned that our project is one primarily concerned with the building of "communities of practice", and "lifelong learning" as one of many possible concretions. As a consequence some people started to raise questions about general aspects of community building, rather than lifelong learning. In order to avoid further misunderstanding we changed the weighing of words, now emphasizing "lifelong learning" as major domain of our work.
    
    What do you think?
  - Dear all,
    
    yesterday I visited the PACE platform, which is planned to act as future community of practice for project managers working on European education projects. The K4 project, which is conducted by the Austrian organisation "Die Berater", started parallel to DISCUSS, and like ours is now about to enter into the final phase.
    
    Different to our approach, the project partners decided for an already existing, cloud based solution, rather than developing the platform features by themselves. The platform offers 4 major areas of activity: project planning, management, evaluation and dissemination. For each of those categories a discussion group has been set up, and learning materials are offered. Moreover, users can watch a 50 minutes video, which explains the major tools of the platform and how to use them.
    
    As far as I can see from the figures displayed, the community currently has 116 members. However, it's only 4 to 5 core members who post or comment on a regular basis. The community seems to struggle with the typical problems of overseas based cloud services, such as extremely long loading times, and occasional timeouts cause by this.
    
    Best
    Randolph
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  - Delivery of the 1st DEMAL WorkshopThe DEMAL workshop on Design was piloted the week 14th – 18th May in Bilbao, Spain, within the Fondo Formación Euskadi premises and with the help of trainers Lorena Bilbao and Magdalena Balica. The trainees consisted of participants from various countries: Spain, Greece, Hungary, Romania, Germany and Switzerland. The workshop had a duration of five days / 30 hours and consisted mainly of practical application of skills and competences, through case studies, role play games and projects.The course was structured in units of learning outcomes, following the competence profile.The evaluation of the workshop was in overall positive. The training course design was considered very good relevant to a transnational and diverse audience, appropriate for adult learners and with a good mist of theoretical contents and practical exercises. The participants specifically liked the different activities and games.
  - Delivery of the 2nd DEMAL WorkshopThe second DEMAL workshop on Evaluation of adult learning activities was piloted last week (11th – 15th June) in Piraeus, Greece, within the IDEC premises and with the help of facilitator Natassa Kazantzidou.The workshop had a duration of five days / 30 hours and consisted mainly of practical application of skills and competences, through case studies, role play games and projects. The course was structured in units of learning outcomes, following the competence profile.The trainees consisted of participants from various countries: Spain, Greece, Hungary, Romania, Germany and Switzerland.DEMAL Team wishes you a sunny week!
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  - During our 2nd International online conference, “Discuss Learning 2020” we presented our project, TCCVET and we mosty focused on the digital tools that can support a VET teacher in engaging his/her students. It was a big success, having more than 200 attendees participating in our mini workshop and expressing their interest in testing the tools themselves!http://discuss-learning.eu/index-en.html#discuss_learning #EUVocationalSkills
  - ECVET for work-based learning – ECWORK projecthttp://ecwork.eu/index.phpECWORK project wants to develop a bottom-up approach for credit transfer of learning outcomes acquired through transnational work-based learning mobility, tackling the issue of having learning outcomes (i.e. knowledge, skills and competences) obtained by hundreds of thousands of European individuals within the apprenticeship and other forms of work-based learning, often not recognized in the formal VET system, neither nationally nor internationally. The project is being implemented in electro mechanics field, involving qualifications at EQF levels 4/5, across Southern European countries using ECVET methodology. The general objective of the project is to facilitate validation, recognition and transfer of learning outcomes in electro mechanics sector, acquired through transnational work-based learning using ECVET methodology. 6 partners from 5 Member States (Croatia, Cyprus, Greece, Spain and Portugal), representing VET schools and VET centres offering electro mechanics at different EQF levels and an organisation expert in ECVET form the partnership: ESS, FORAVE, IEK DELTA, Intercollege, FFE and IDEC. Results of the project are: 1. Common Study –identification of national qualifications on electro mechanics at levels 4/5 of EQF.2. Training of ten (10) VET trainers on ECVET methodology and application in work-based learning. 3. Mobility of ten (10) VET students in 5 EU countries, for work-placements. 4. Teacher’s guide, to support VET teachers organise work placements for students, following ECVET 5. Employers’ guide, to be used by employers that will host the VET students for work placements6. Students toolkit, to support VET students to prepare, organise and get the most out of their work placement abroad. 7. Report on ECVET implementation – recommendations based on the results from the pilots, the policy recommendations and the recommendations for VET schools / employers.
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  - Enact Game is a new, standardised serious game developed within the framework of the ENACT Project (EU Lifelong Learning Program), which aims at assessing and training negotiation skills through simulated interactions between the user and a virtual agent, controlled by Artificial Intelligence algorithms.
    
    I just tested the game, and think it's really helpful for people who want to learn more about their negotiation skills (type). In this case I had to negiotate a few holiday choices with my "virtual wife". Should we spend our holidays at the sea or go to the mountains? The aim was to find a solution which would accommodate both of us.
    
    Nice game platform worth a visit
    
    http://enactgame.eu/
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  - eucen has just launched its new project HE4u2 - Integrating Cultural Diversity in Higher Education. The project intends to reform teaching and learning in HE by integrating inclusive pedagogy into existing curricula to mediate obstacles for learners from migrant and culturally diverse backgrounds and to value their contributions to the intercultural dimension for all learners. The project (an ERASMUS+ Forward Looking Cooperation project) that started 01-Jan-16, will soon have a website and more info available. In the meantime, you can contact us at he4u2@eucen.eu
  - Even during the COVID 19 crisis, interesting business ideas are coming. SunCrafter start-up cames up with a ‘hand-washing’ solution which uses ultraviolet light to do the disinfecting.(Image source: SunCrafter)
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  - Graham Attwell on the "Recognition of Informal Learning in Germany and the UK"\n\nThere is increasing recognition in most European countries of the importance of informal learning. Informal learning can provide a bridge between formal subject based learning and occupational practice. Furthermore, informal learning may be important as a tool for the continuing or lifelong learning seen as economically important in a period of rapid economic and technological change. And informal learning is viewed as a way of assisting socially excluded and under-qualified individuals to re-enter formal education and training or gain access to the labour market.\n\nBut if there is increasing recognition of the importance of informal learning, there is less convergence in terms of how informal learning is integrated in vocational education and training practice. The differences may be ascribed to the different histories of vocational education and training, to different cultural practices and to different institutional and systemic structures within different countries. This short article will look at activities in Germany and the UK to illustrate different possible approaches to recognising and valuing informal learning.\n\nRead more at:\nhttp://www.dji.de/index.php?id=40908
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  - Here are some details regarding Erasmus KA2 project entitled "Four Elements" that our Social Cooperative MYARIST participates in!Four Elements: legends and stories.Improving foreign language Learning and intercultural competences of adults by e-learning.This 24-month Erasmus+ KA204 project is an initiative called to raise awareness and appreciation of the importance of culture and heritage at EU level and train educators working with adult learners to equip their learners with the skills and competences, especially language and digital ones, necessary in today’s EU labour market. The Four Elements project targets adult educators and will take advantage of the potential of the common cultural values associated to the 4 elements (earth, water, air and fire) at EU level to empower adults to improve their digital, foreign language and intercultural competences. Tackling EU common transversal concerns, such as language competences or digitization of education, will be a priority for the partnership. Through the intellectual outputs developed, Culture and Heritage will be made more accessible for EU citizens and educators will be able to interpret it and use it as a source for improving their learners’ language and intercultural competences:- An interactive tool: a collection of legends and stories related to the four elements (earth, water, air and fire) in different EU countries.- A Digital Book with national legends and stories related to the four elements with guidelines for using them in foreign language teaching contexts. - Methodological recommendations for adult educators. The partnership expects to develop and deliver innovative teaching materials presented in a culturally accessible E-book consisting of European legends and stories –giving visibility to the underlying common EU values and principles, especially adapted to learners with special needs.
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  - http://www.donaukurier.de/nachrichten/bayern/Asylbewerber-Ingolstadt-2017-Endlich-studentisch;art155371,3447057
    
    Unsere Lokalzeitung berichtet regelmäßig über das Projekt "Integrationscampus". Hier ein neuer Artikel über die aktuellen Projektaktivitäten sowie die Situation der Migranten / Flüchtlinge.
    
    Ich bleibe da am Ball.
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  - http://www.qual4t-project.org/news/http-wwwqual4t-projectorg-news--5The QUAL4T2 project is well on track. The Italian teams that are piloting the Qual4T2 tools selected by the consortium of the project, have been exploiting the tool number 4 directly to plan the piloting itself. This tool's title is "Five elements that form a good teaching teamwork, and it is proposed to support how to plan the meetings of each group and to set the main topics for each meeting. Thus the Italian teams scheduled the following five meetings:1.meeting Clear direction for the team: setting goals/directions/objectives of the group;2.meeting Clear division of labour: the concrete annual planning with dates and tasks for each component;3.meeting Teaching is a jointly affair: the class - progress of teaching planning, pedagogical and relational elements, multidisciplinary projects;4.meeting Competency development in the team - Development of skills of trainers in relation to emerging needs in the classroom;5.meeting Evaluation and valorization Meeting - What worked, what we need to improve.The first impression, at least from a visual viewpoint, was that the tool fully respected the Deming cycle. To date, the tool has proved to be effective.
  - 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 learningThe 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 http://thalys.gr/course/view.php?id=3 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-learning3. 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 enronlemt key for student is Demal_design_student5. 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.
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  - IDEC S.A. organises next week 9-12/11/2020, the 2nd International online conference, “Discuss Learning 2020”. The theme this year is “Vocational Education & Training – Focusing on Quality” and it is held in the framework of the European Vocational Skills Week 2020.Each day we are tackling a different theme:Day 1 - Quality assurance in educational organisations (Greek and English sessions)Day 2 - Quality in Apprenticeships and WBL (Greek and English sessions)Day 3 - Tracking and continuous improvement in VET (Greek and English sessions)Day 4 - New technologies in VET (Greek session only)Days 1 to 3 consist of two sessions, the first one in Greek only, while the second one is addressed to international participants and it is in English. The timing of English sessions is 15:25-16:15 CET.On Day 2, Prof. Goletsis from University of Ioannina is going to present the EnterMode project. Pαrticipation is free. For more information and registrations visit http://discuss-learning.eu/index-en.html
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  - IDEC S.A. organises next week 9-12/11/2020, the 2nd International online conference, “Discuss Learning 2020”. The theme this year is “Vocational Education & Training – Focusing on Quality” and it is held in the framework of the European Vocational Skills Week 2020.Each day we are tackling a different theme:Day 1 - Quality assurance in educational organisations (Greek and English sessions)Day 2 - Quality in Apprenticeships and WBL (Greek and English sessions)Day 3 - Tracking and continuous improvement in VET (Greek and English sessions)Day 4 - New technologies in VET (Greek session only)Days 1 to 3 consist of two sessions, the first one in Greek only, while the second one is addressed to international participants and it is in English. The timing of English sessions is 15:25-16:15 CET.Participation is free. For more information and registrations visit http://discuss-learning.eu/index-en.html
  - IDEC S.A. organises next week 9-12/11/2020, the 2nd International online conference, “Discuss Learning 2020”. The theme this year is “Vocational Education & Training – Focusing on Quality” and it is held in the framework of the European Vocational Skills Week 2020.Each day we are tackling a different theme:Day 1 - Quality assurance in educational organisations (Greek and English sessions)Day 2 - Quality in Apprenticeships and WBL (Greek and English sessions)Day 3 - Tracking and continuous improvement in VET (Greek and English sessions)Day 4 - New technologies in VET (Greek session only)Days 1 to 3 consist of two sessions, the first one in Greek only, while the second one is addressed to international participants and it is in English. The timing of English sessions is 15:25-16:15 CET.Participation is free. For more information and registrations visit http://discuss-learning.eu/index-en.html
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  - Munich workshop
  - MYARTIST participates, as a sending organisation, in the Youth Exchange programme: "New Circus: Circulation of rights, a variety of possibilities" hosted by Polish NGO Strefa Inspiracji i Rozwoju in Lotz!
    
    The youth’s project takes its roots from the needs that were diagnosed – hostility among society, the need for respect towards others, increased tolerance toward people of various religions or races, fight for animal rights against which there are still a lot of acts of violence, and furthermore, these acts are not punished properly. Bearing in mind the need for self-development in the context of one’s own talents, it is good to know that some circus arts are a non-institutional and non-formal, strong point in the development of circus art. This art is still evolving and now is enriched with some fields comprising theatre, education, resocialization, or free time animation. New Circus is just a combination of different arts which give youth a lot of developmental possibilities.
    It is worth remembering that jugglers, acrobats or clowns are people who, through their artism, ironically show various social issues and a recipient is obliged to decode the message. As for many initiators circus art is a great passion, young people would like to demonstrate that each talent, passion and determination may make every single individual do a dream job, proving one’s stubbornness and firmness in reaching lifetime occupational goals. Young people participating in the project are eager fans of circus art. They are not indifferent to social issues. In the youth group there are 32 individuals aged 16-28 from Poland and Greece.
    The project activities include: a preparatory visit and an 12-day youth exchange (linguistic and cultural preparation, circus workshop, happening ”Circus on wheels”, promotion and dissemination of project results).
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  - Paul Butler just submitted an article on the VtECoach project, which has developed a new kind of self assessment tool, based on a 360 degree evaluation system.
    
    VtECoach invites learners to hold a mirror up to themselves and have a quick look to see what is being reflected back.
    
    "As well as looking at yourself, it also asks your peers, classmates and teachers to help out, to give their feedback to help you get a more rounded picture" of your skills and competences.
    
    Link to project article:
    
    https://www.discuss-community.eu/validation-of-informal-learning-3/item/165-vtecoach-assessing-soft-skills-in-vocational-education-training-a-360-evaluation-system.html
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  - Recognition of Informal Learning in Germany and the UK
    by Graham Attwell, Wales
    
    There is increasing recognition in most European countries of the importance of informal learning. Informal learning can provide a bridge between formal subject based learning and occupational practice. Furthermore, informal learning may be important as a tool for the continuing or lifelong learning seen as economically important in a period of rapid economic and technological change. And informal learning is viewed as a way of assisting socially excluded and under-qualified individuals to re-enter formal education and training or gain access to the labour market.
    
    Integration of informal learning
    But if there is increasing recognition of the importance of informal learning, there is less convergence in terms of how informal learning is integrated in vocational education and training practice. The differences may be ascribed to the different histories of vocational education and training, to different cultural practices and to different institutional and systemic structures within different countries. This short article will look at activities in Germany and the UK to illustrate different possible approaches to recognising and valuing informal learning.
    
    How can we recognise that learning has taken place? The most general measure is taken to be a change in behaviour. In vocational education and training that change in behaviour or acquisition of new abilities is usually expressed in terms of competences. Competences refer to the practical ability to perform an occupational task or tasks. Whilst the word competence exists in most European languages, our understanding of the meaning of competence differs widely.
    
    Readmore: http://www.dji.de/index.php?id=40908
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  - REWIP: Refugee Empowerment and Work Integration Programme, is an Erasmus+ “Strategic Partnership for youth” project that will contribute to the socio-educational and personal development of the specific target group, enhance their participation in civic and social life and create employability bridges with the host society. The project will promote diversity and foster the development of social and intercultural competences among local and migrant communities, enhancing thus the access and participation of the latter in education, employability and civic participation. The project also aims to promote quality youth work and particularly support youth work organisations in the partnering countries and beyond in developing and sharing effective methods in reaching out to marginalized young people and particularly to young migrants and refugees. The promotion of quality youth work is one of the main priorities of the Erasmus+ programme in the field of youth and the project aims to address this specific priority by developing innovative methods, tools and strategies for the social empowerment and work integration of migrants and refugees. All these resources will be disseminated as Open Educational Resources through online means enabling youth work organisations to further use them, develop their capacities and improve their activities in successfully reaching out to the specific target group.
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  - Since the end of communism in 1989, and even more since joining the EU in 2004, Hungary has been an attractive country for foreign investment. About five years ago, the shortage of skilled workers began to become a problem. Today he has reached a critical stage. In September 2017, the authorities listed less than 50,000 vacancies nationwide. Audi, Bosch, Continental, Lego, Mercedes, Opel and Samsung are among the large foreign companies that employ thousands of people in Hungary. Companies almost only find new entrants, who are further qualified in the factory, and decide whether they should leave the country.
  - Since the end of communism in 1989, and even more since joining the EU in 2004, Hungary has been an attractive country for foreign investment. About five years ago, the shortage of skilled workers began to become a problem. Today he has reached a critical stage. In September 2017, the authorities listed less than 50,000 vacancies nationwide. Audi, Bosch, Continental, Lego, Mercedes, Opel and Samsung are among the large foreign companies that employ thousands of people in Hungary. Companies almost only find new entrants, who are further qualified in the factory, and decide whether they should leave the country.
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  - The European Commission has just launched the second edition of the European Capital of Innovation award. Won by Barcelona in 2014, this competition rewards the European city which is building the best “innovation ecosystem”, connecting citizens, public organisations, academia, and business. The competition is open until 18 November 2015.
    
    http://ec.europa.eu/research/index.cfm?pg=newsalert&year=2015&na=na-090715
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  - The German National Employment Agency only recently has piloted VNIL for candidates of their in-house continuing training programs; the piloting areas were: professional drivers, system operators in industry, skilled workers in security occupations, engineers in synthetic materials production. The number and range of occuptional areas shall be extended in the near future, and also address the needs of migrants.VNIL here is based on the concept of "Handlungskompetenz" (personal capacity and self-organisation dispositions required for professional acting). Handlungskompetenz defines a meta-competency, which falls into several sub-competences. I copy a quick overview herein, which I have produced for a recent publication.After candidates have succesfully passed the assessments, the German National Employment Agency formally recognizes "partial" qualifications, based on the competences demonstrated.
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  - VALERU addresses the validation of non-formal/informal learning in Higher Education in Russia, with a focus on learning outcomes from professional experience (work based learning), a key approach for supporting LLL (Lifelong Learning). The project is funded within Tempus as a national structural measure and is based on a strong cooperation between European and Russian HEIs & HE networks leading in the field of validating of non-formal/informal learning as well as networks of SME and professional associations.
    VALERU collected Best Practices in VNIL in Europe, has produced a set of Guidelines, Procedures and Methods, which have helped the Russian partners to design their own standards.
    More information about this project and access to the tools can be found at www.valeru.eu
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  - We are approaching this issue though financial literacy: the EfinLit project:
    In the current times of economic turbulence and market shortcoming, where the majority of EU citizens are struggling to manage the financial challenges they face, a real life need for the development of their financial literacy competencies has been identified. eFinLit project (Developing Financial Competencies for EU Citizens Utilizing Online Learning and Digital Literacy) aims to promote directly and indirectly the digital numeracy, language, reading, collaboration and communication skills of financial disadvantaged young EU adults (18-35).
    http://www.efinlit.eu/index.php/en/
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  - We have recently started our new project ApprEnt - Refining HE Apprenticeships with Enterprises in Europe. ApprEnt intends to bridge the gap between the worlds of education and business, enhancing partnerships that involve companies, Higher Education Institutions (HEIs) as VET providers, and other relevant stakeholders such as public bodies, representatives of learners and representatives of VET providers, with the ultimate aim of promoting the establishment of work-based learning and especially apprenticeships.The project has already agreed on a definition for HE Apprenticeships. At present we are collecting good practices (if you are interested to share some experiences, contact us at apprent@eucen.eu). And in the following months we will develop a prototype course for training HE staff and SME supervisors of apprentices, a model agreement, a policy paper and an advocacy pack set for the four levels involved: HEIs, policy makers, SMEs and potential students.We invite you to visit the project website https://apprent.eucen.eu and to keep an eye on the developments of the project.
  - We would like to invite you to an open online consultation that eucen is organising on Thursday, 15 March at 15:00CET on the topic of integration of cultural diversity into higher education.The activity is being held in the context of the HE4u2 project, coordinated by eucen and aiming to make teaching and learning in HE more diverse, responsive and competitive by integrating inclusive pedagogies into existing curricula. The project has so far:- Produced a meta-analysis of best practices from relevant research and tools across- Surveyed learners and tested interventions in 21 curricula at different HE levels to integrate an intercultural support dimension- Released a set of Guidelines for academics and non-academics on how to create intercultural learning environments- Created a generic CPD course structure for HE staff working with migrant and ethnic minorities (soon available on the project website) The online consultation is organised around the draft policy paper and policy recommendations which are based on the previous project results. Check the programme of the activity attached to this email and if you are interested in participating, send an email to events@eucen.eu or to HE4u2@eucen.eu Participation is free but the number of places might be limited due to technical reasons.
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  - What Marina Jimenez (European Schoolnet) recommended yesterday... She furthermore shared that the Scientix CoP for European STEM teachers sets up discussions that last for 2 weeks only and then close while staying accessible.
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  - Zeitungsartikel zum Integrationscampus Ingolstadt
    
    http://www.donaukurier.de/lokales/ingolstadt/Asylbewerber-Ingolstadt-2017-Studierende-Gefl-uuml-chtete-ziehen-in-Schulzentrum-S-uuml-dwest;art599,3451629

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