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- K2 items
- Building communities of practice
- Creativity and Innovation
- Developing basic skills and key competences
- Intergenerational, senior & family learning
- Learning Cities and Regions, Community Learning
- Migration & ethnic diversity
- Open educational resources (OER)
- Promoting social & economic cohesion through adult education
- Quality in Vocational Training & Education
- Technology enhanced and web-based learning
- Validation of Informal Learning
- Working on lifelong learning projects
- Member Posts
- Building communities of practice
- Creativity and Innovation
- Developing basic skills and key competences
- Intergenerational, senior & family learning
- Learning Cities and Regions, Community Learning
- Migration & ethnic diversity
- Open educational resources (OER)
- Promoting social & economic cohesion through adult education
- Quality in Vocational Training & Education
- Technology enhanced and web-based learning
- Validation of Informal Learning
- Working on lifelong learning projects
- Documents
- CONNECT - Building Urban Ecosystems for Lifelong Learning
- Creativity and innovation
- Developing skills and transversal key competences, bridging the world of work
- Education transitions, school to work transitions, life transitions and pathways
- Learning Region | Learning City
- Lifelong Learning - General Themes and Topics
- Lifelong learning policies
- Migration & ethnic diversity
- Project development, implementation and evaluation
- Promoting social and economic cohesion through advanced adult education opportunities
- Quality Assurance in Education & Training
- Senior and intergenerational learning
- Validation of Informal Learning
- Videos
- Entrepreneurial Education
- Developing basic skills and transversal competences
- Quality in Vocational Education & Training
- Lifelong Learning Thematic Areas
- Entrepreneurial Education
- Lifelong Learning Thematic Areas
- Developing basic skills and transversal competences
- Technology Enhanced Learning & Virtual Mobility
- Lifelong Learning Thematic Areas
- Entrepreneurial Education
- Quality in Vocational Education & Training
- Lifelong Learning Thematic Areas
- Validation of Informal Learning
- Promoting social and economic cohesion through improved adult education opportunities
- Validation of Informal Learning
- Transparency of qualifications
- Promoting social and economic cohesion through improved adult education opportunities
- Quality in Vocational Education & Training
- Promoting social and economic cohesion through improved adult education opportunities
- Open educational resources
- Promoting social and economic cohesion through improved adult education opportunities
- Validation of Informal Learning
- Lifelong Learning Thematic Areas
- Lifelong Learning Policies
- Open educational resources
- Lifelong Learning Policies
- Entrepreneurial Education
- Photos
- DISCUSS team group avatar
- 9th DISCUSS Online Partner Meeting event cover
- Robert Wensveen's profile avatar
- Alexander Krauss's avatar
- Aris Chronopoulos's profile cover
- PASCAL Conference Catania
- DISCUSS team group avatar
- Φωτογραφίες για Εικόνα Προφίλ
- Φωτογραφίες για Εικόνα Προφίλ
- Φωτογραφίες για Εικόνα Προφίλ
- Φωτογραφίες για Εικόνα Προφίλ
- 2017 eucen Autumn Seminar
- Enter.Mode Munich Meeting
- Enter.Mode partner meeting in Munich
- Φωτογραφίες για Εικόνα Προφίλ
- Stream Photos
- 3 communities of practice presented: Scientix by European Schoolnet, Educ@l by the German Cooperation Agency GIZ and DISCUSS. Watch the webinar https://connect.sunet.se/p29vu2belz7/
- Added Grundtvig initiative 'LearnAct' to our project section:
LEARNACT utilised community gardens as a vehicle to create lifelong learning opportunities which are open to all citizens and to contribute towards sustainable development in Europe. Community gardens offer a unique opportunity to create, shape and use urban spaces as learning environments for non-formal and/or informal adult education activities with citizens with different socio-cultural backgrounds. - Added Grundtvig initiative 'LearnAct' to our project section:
LEARNACT utilises community gardens as a vehicle to create lifelong learning opportunities which are open to all citizens and to contribute towards sustainable development in Europe. Community gardens offer a unique opportunity to create, shape and use urban spaces as learning environments for non-formal and/or informal adult education activities with citizens with different socio-cultural backgrounds. - Added Q-Kult project to project section: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.Various stakeholders working on the development of the QM systems (such as education administrators, evaluators, school development advisers) have come independently to the same conclusion, namely that this situation may result from the differing cultures in the individual schools, which may or may not favour successful implementation.During the project Q-KULT,the six partners will focus on the topic ‘Quality and school culture’ and deal with the question of how the culture of individual schools influences the implementation of QM systems.Q-Kult is coordinated by the Austrian Reference Point for Quality Assurance in Vocational Education and Training.
- As we all know, the COVID-19 pandemic has changed the way we work and interact with each other. Quarantine and travel restrictions have made virtual working essential and, in most cases, mandatory. The current situation has showed us that virtual and distance working is the future and we all need to adapt to this changed reality. In this context, the EnterMode project consortium has decided to envisage the organisation of virtual internships, to test the EnterMode Model and Guide. You can read more about it in this article published on the EnterMode website. https://entermode.eu/2020/07/28/entermode-virtual-internships/
- Assessment session in Italy: New Phase “European Qualifications Passport for Refugees (EQPR)”For the first time, an assessment session of the European Qualifications Passport for Refugees (EQPR) was held in Italy, in Sardinia. From 2 to 6 July, forty-two refugees were interviewed by credentials evaluators from the national recognition centres (ENIC/NARICs) of Armenia, France, Germany, Italy and Norway and of the universities of Cagliari and Sassari.During this assessment session, both refugees claiming higher education qualifications and refugees claiming secondary education qualifications were interviewed. The interviews took place at the premises of the University of Cagliari and the University of Sassari. Eleven EQPRs were issued as a result of the assessments held in Cagliari, the final assessment of the candidates interviewed in Sassari is still on-going.This is the second assessment session organised in the new phase of the EQPR, which will last three years (2018-2020). During the first assessment session that took place in Athens from 11 to 15 June, forty-eight refugees were interviewed and forty-three EQPRs were issued. The next assessment sessions will take place in the autumn in Greece, Italy and the Netherlands.The EQPR is the only international instrument developed to facilitate the recognition of refugees’ qualifications in the absence of full documentation that could be used also if refugees move to new host countries in Europe without the need to undergo additional assessments.Read more at: https://www.coe.int/en/web/education/newsroom/-/asset_publisher/ESahKwOXlcQ2/content/assessment-session-in-italy-?inheritRedirect=falseThanks to I@[[3713:contact:Isabell Gru]]for sharing on FB.
- 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/
- Stream Photos
- Coronavirus doesn't stop Enter.Mode Project. Online focus group with students, professors, companies, erasmus Pegaso coordinators, internship office staff, Pegaso Telematic University research group.
- Coronavirus doesn't stop Enter.Mode Project. Online focus group with students, professors, companies, erasmus Pegaso coordinators, internship office staff, Pegaso Telematic University research group.
- Coronavirus doesn't stop Enter.Mode Project. Online focus group with students, professors, companies, erasmus Pegaso coordinators, internship office staff, Pegaso Telematic University research group.
- Coronavirus doesn't stop Enter.Mode Project. Online focus group with students, professors, companies, erasmus Pegaso coordinators, internship office staff, Pegaso Telematic University research group.
- Coronavirus doesn't stop Enter.Mode Project. Online focus group with students, professors, companies, erasmus Pegaso coordinators, internship office staff, Pegaso Telematic University research group.
- Coronavirus doesn't stop Enter.Mode Project. Online focus group with students, professors, companies, erasmus Pegaso coordinators, internship office staff, Pegaso Telematic University research group.
- Coronavirus doesn't stop Enter.Mode Project. Online focus group with students, professors, companies, erasmus Pegaso coordinators, internship office staff, Pegaso Telematic University research group.
- Coronavirus doesn't stop Enter.Mode Project. Online focus group with students, professors, companies, erasmus Pegaso coordinators, internship office staff, Pegaso Telematic University research group.
- Dear all,
in Greece I presented a model for a navigation structure with 12 categories. I now started to build complementary platform elements. Natassa in the workshop minutes mentioned the need to clarify the term "learning project". As said in Athens, my idea was that of a container which brings together learners, activities and materials in one place. However, as I am no native speaker I am not sure if the wording really fits with the idea. The term "project" might be misleading. For example people might think that it's a "joint venture", and its members come together in a group in order to achieve a certain aim. I attach an example how things would look like if we change to "learning topics". This then would be closer to the wording used on learning platforms such as Coursera or Udemy. I also tested "Learning Group", "Learning Journey" etc. but didn't like it very much. Any creative ideas? - 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
- DISCUSS team group photos
- 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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- Dear all,during our online meeting we agreed that users who want to join the HEI - business network shall be provided with an own registration form. So, we can clearly separate them from other members. We implemented this today (see attached screenshots).The registration steps are:1) Users provide name and contact information2) Users select profile type "EnterMode Network" (radio button)3) Users provide information on the type of organisation they are associated with (HEI, company and other)4) After succesful registration users are automatically forwarded to the Enter.M community of practice (no more join button needs to be pushed)Please let me know if this solution is ok for you, or if we expect members to provide further information.BestRandolph
- Dear all,during our online meeting we agreed that users who want to join the HEI - business network shall be provided with an own registration form. So, we can clearly separate them from other members. We implemented this today (see attached screenshots).The registration steps are:1) Users provide name and contact information2) Users select profile type "EnterMode Network" (radio button)3) Users provide information on the type of organisation they are associated with (HEI, company and other)4) After succesful registration users are automatically forwarded to the Enter.M community of practice (no more join button needs to be pushed)Please let me know if this solution is ok for you, or if we expect members to provide further information.BestRandolph
- Dear all,during the April meeting I promised that we will keep you updated on latest achievements towards building the Enter.M CoP / network. Until end of May 90 persons had registered for the Enter.M CoP. During April another 7 persons have joined the CoP, summing up to a total of 97 persons. The attached graphics shows memberships per country. As you can see from the figures most members are from countries represented in the partnership. In order to expand the geographical coverage I now will contact colleagues at Alternative University in Romania. The University maintains a countrywide network of entrepreneurship students, mentors and business partners. The figure also shows, that up until now there is no members from Scandinavian countries. So, if you should have contacts to Scandinavian HEIs who you think would be interested to join the Enter.M network, please let them know about us.BestRandolph
- Dear all,here is a second graphics, which again shows partners' engagement in the Enter.M CoP. But this time including estimations on the time and effort partners have put into CoP activities. Each activity has been weighed according to the "complexity" of activities. The weighing factors used are listed on top of the graphics.BestRandolph
- Dear all,here is a second graphics, which again shows partners' engagement in the Enter.M CoP. But this time including estimations on the time and effort partners have put into CoP activities. Each activity has been weighed according to the "complexity" of activities. The weighing factors used are listed on top of the graphics.BestRandolph
- Dear all,please find attached my suggestion for the project logo. Tried out various ideas, but finally found thisone the most convincing. CLC stands for "Connected Learning Cities". What do you think?
- Dear all,please find attached our analysis of partner engagement in the Enter.M CoP up until 5. May 2020. From the graphics you can see, that four partners contributed the majority of activities. Another five partners contributed to a smaller extent, while 5 partners have not been active so far. I kindly would like to ask those 5 partners to join in, and start with contributions to the CoP.Moreover, the findings from analysis show that only us so far shared OER materials. However, as sharing of OERs in the application is pointed out a key activity, I would like to ask all partners to start uploading OERs. Please note, that those OERs can be also in partner languages. If you should need support, please don't hesitate to contact me. Or just leave a message here in the group.
- Dear Randolph,
I accessed the database of Kallithea through an FTP client, and I followed the path wp-content>plugins>youzer>languages.
There, I duplicated youzer-en_US, renamed the copy to youzer-el_EL and inside its code, I changed "Language: en_US
" to "Language: el_EL
" (attached photo).
I then opened it with po editor and I see that its right column asks for a Greek translation of the strings (attached photo).
I translated the "Remember me" string of the Login form, saved the po file and generated the corresponding .mo file.
But when I go to the live website (where I have set Greek as the default language both in the Dashboard Settings and the settings of Translate Press plugin) I see that nothing has changed.
Any ideas about that?
Best regards,
Orestis - Dear Randolph,
I accessed the database of Kallithea through an FTP client, and I followed the path wp-content>plugins>youzer>languages.
There, I duplicated youzer-en_US, renamed the copy to youzer-el_EL and inside its code, I changed "Language: en_US
" to "Language: el_EL
" (attached photo).
I then opened it with po editor and I see that its right column asks for a Greek translation of the strings (attached photo).
I translated the "Remember me" string of the Login form, saved the po file and generated the corresponding .mo file.
But when I go to the live website (where I have set Greek as the default language both in the Dashboard Settings and the settings of Translate Press plugin) I see that nothing has changed.
Any ideas about that?
Best regards,
Orestis - Dear Thomas, Wolfgang, Paul, Brian, Graham, Ana, Natassa, Xenia, Isa, Grigoris, Nefeli Magda, Miruna, Ciprian and Cristina,I wish you a joyous christmas filled with peace, love and prosperity. My best wishes for a healthy new year.Randolph
- 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!
- Photos du flux
- 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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- For our Greek members, invitation for PERSPECTIVE event in Greece:O Όμιλος για την UNESCO Πειραιώς και Νήσων και η Εταιρεία Συμβούλων IDEC σας προσκαλούν σε ενημερωτική ημερίδα με θέμα:‘‘To Πρόγραμμα PERSPECTIVE (ΠΡΟΟΠΤΙΚΗ) και ο ρόλος του στην ένταξη των μεταναστών και των προσφύγων στην αγορά εργασίας’’που θα πραγματοποιηθεί την Τρίτη 3 Ιουλίου 2018 και ώρα 19.00 στην Αίθουσα του Ηπειρωτικού Συνδέσμου Πειραιά (Φίλωνος 11Α, Πειραιάς).Στο πλαίσιο της ημερίδας θα παρουσιαστεί το έργο του προγράμματος, τα εργαλεία που χρησιμοποιήθηκαν ώστε να ενταχθούν οι μετανάστες στην αγορά εργασίας καθώς και τα αποτελέσματα του. Θα ακολουθήσουν ομιλίες για την εργασιακή ενσωματωσή τους.Παράλληλα θα πραγματοποιηθεί έκθεση εικαστικών αφιερωμένη στο μεταναστευτικό και προσφυγικό ζήτημα από μετανάστες, πρόσφυγες και Έλληνες καλλιτέχνες.Λόγω περιορισμένων θέσεων παρακαλούμε όπως συμπληρώσετε την παρακάτω φόρμα εγγραφής:https://goo.gl/forms/BtSdG9oVzNDGMvIZ2Η συμμετοχή στην ημερίδα είναι δωρεάν αλλά θα τηρηθεί σειρά προτεραιότητας.
- Four days ago, ‘’The Economist’’ has done a reportage on how Germany is integrating its refugees. I listed some of the most important things that this article provides on two hot topics: Migrant’s education and work. In order to integrate, despite giving the migrants food and shelter, education and work are both essential. The first is going well. Children are usually attending school within three weeks of arrival. Much of the work is cultural: training the teenagers to follow German rules and treat women as equals. Getting adults into work is harder. Only those granted asylum can take jobs. Once they have submitted their applications, those with good prospects (like many Syrians) take a compulsory integration course: 600 hours of German lessons and 100 hours of civics. Many refugees have had little education (see chart 1) and progress towards work could take time (see chart 2). Networks of schools, refugee homes and lawyers are springing up to share good practice. Legions of volunteers have turned out.How well are the refugees integrating? The picture is varied. But those with previous education, a good prospect of asylum and an affinity with Germany do best. And two big trends stand out. Men, who make up two-thirds of asylum applicants, struggle disproportionately. Many travelled to Germany alone, are disappointed by the drudgery they find and miss the social status they once enjoyed. Waiting while asylum or deportation processes drag on, they can easily slip into addiction or radicalisation.They need work.Children, on the other hand, integrate easily. Migrant pupils who arrived months ago are fluent, self-confident and ambitious. Of course it will be many years before Germany can fully assess how well it has integrated its newcomers. Bufor now, it seems to be managing.If you want to get into details, you can read the whole article in the following link: https://www.economist.com/news/europe/21728992-it-seems-be-managing-how-germany-integrating-its-refugees
- Four days ago, ‘’The Economist’’ has done a reportage on how Germany is integrating its refugees. I listed some of the most important things that this article provides on two hot topics: Migrant’s education and work. In order to integrate, despite giving the migrants food and shelter, education and work are both essential. The first is going well. Children are usually attending school within three weeks of arrival. Much of the work is cultural: training the teenagers to follow German rules and treat women as equals. Getting adults into work is harder. Only those granted asylum can take jobs. Once they have submitted their applications, those with good prospects (like many Syrians) take a compulsory integration course: 600 hours of German lessons and 100 hours of civics. Many refugees have had little education (see chart 1) and progress towards work could take time (see chart 2). Networks of schools, refugee homes and lawyers are springing up to share good practice. Legions of volunteers have turned out.How well are the refugees integrating? The picture is varied. But those with previous education, a good prospect of asylum and an affinity with Germany do best. And two big trends stand out. Men, who make up two-thirds of asylum applicants, struggle disproportionately. Many travelled to Germany alone, are disappointed by the drudgery they find and miss the social status they once enjoyed. Waiting while asylum or deportation processes drag on, they can easily slip into addiction or radicalisation.They need work.Children, on the other hand, integrate easily. Migrant pupils who arrived months ago are fluent, self-confident and ambitious. Of course it will be many years before Germany can fully assess how well it has integrated its newcomers. Bufor now, it seems to be managing.If you want to get into details, you can read the whole article in the following link: https://www.economist.com/news/europe/21728992-it-seems-be-managing-how-germany-integrating-its-refugees
- Going .. gone .. gone. "Your submission was successful. Submission ID: 1411710."
- 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
- Have you checked the new EU Skills Profile Tool for Third Country Nationals?The EU Skills Profile tool is meant to support early identification of the skills of refugees, migrants and other third country nationals and has been developed by the Commission.The Tool is part of the New Skills Agenda for Europe, which launches a number of actions to ensure that the right training, skills and support is available to people in the European Union.The tool is intended for use by any service that may be offering assistance services to third country nationals and aims to get to know the individual, their skills and experiences and provide recommendations on next steps.The tool is not intended to recognise or authenticate skills.The demo version of the tool is available at: http://skpt-test.eu-west-1.elasticbeanstalk.com/#/
- Have you heard of the "European Qualifications Passports for Refugees"?It's a pilot project by Council of Europe’s Education Department that aims to enable the fast-track integration of refugees in higher education and labour market. The Passport contains information about the refugee’s higher education background, work experience and language proficiency in standardised manner. The recognition process is based on a questionnaire sent to refugee participants and a structured interview, in addition to any available documentation. For successful candidates, the issued document is valid for 5 years and is intended to be applicable in all European countries.You can read more information about the European Qualifications Passports for Refugees at: https://ec.europa.eu/migrant-integration/news/greece-first-european-qualifications-passports-for-refugees-issued
- Hello friends! Check out Science4refugees to match your professional skills: "among the refugees in Europe, there is a significant number of qualified researchers that are waiting for their residence permits. There is an easy way for European researchers to support refugee researchers and integrate them into the labor market." See details on Science4refugees on the EC's website: https://euraxess.ec.europa.eu/jobs/science4refugees
- Φωτογραφίες Ροής
- 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. - 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.
- In this short article we briefly explain how EnterMode aims to develop HEIs–companies partnerships with the aim of promoting entrepreneurial education of higher education students, in the course of their internship periods. https://entermode.eu/2020/04/29/development-of-hei-company-partnerships-in-the-framework-of-entermode/
- MAGNET’s fourth network forum addresses the untapped potential of migrant women as entrepreneurs, related challenges and needs. Additionally, it will focus on the following issues raised by the Covid19 spread: - How do (female) migrant entrepreneurs adapt to the current situation?- How can service providers support the resilience of (female) migrant businesses in the current situation?- What responses do we need in the recovery phase?The online event will take place on Monday, 27 April, from 13:30 – 16:30 CEST. You can see the agenda and register to the event at this link: https://bit.ly/3aqoWce The MAGNET project (Migrant Acceleration for Growth – Network for Entrepreneurship Training) brings together European organisations active in the field of migrant entrepreneurship support, to promote the creation, further development and broad dissemination of existing support schemes for migrant entrepreneurs on a practical, political as well as the scientific level.
- Φωτογραφίες Ροής
- 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).
- DISCUSS team group photos
- Stream Photos
- 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 - Picture of workshop location: Martiusstrasse 4.
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- Procure na sua cidade www.dinneer.com
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- Procure na sua cidade www.dinneer.com
- Procure na sua cidade www.dinneer.com
- Procure na sua cidade www.dinneer.com
- Procure na sua cidade www.dinneer.com
- Procure na sua cidade www.dinneer.com
- 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 - 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.
- 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.
- Stream Photos
- 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 - 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.
- The QUAL4T2 project team is glad to notify you all that the Quality guide for teams, the toolkit for teams about Quality Culture and How to develop effective team year plans and the Story book about teams in the pilot will be available on our project website www.qual4t-project.org from 1 May 2019! Target groups are teams in vocational education and training.The materials are available in English, Dutch, Spanish, Greek, Italian Danish and German languages.The project outputs have been tested in a training course for team leaders and team members , organised in Rome in January 2019. The Training Programme itself is also a project output and it will be available in English language in our website. The training programme can be delivered as a five days course, or one can select training activities and deliver a shorter course, following the participants own needs. If you have any questions about using the products, please refer directly to one of the QUAL4T2 partners. We will be happy to help you out!This 2,5 year project has been funded under the EU ERASMUS+ PROGRAMME as a KA2 strategic partnership from 11 November 2016 till 10 May- 2019.
- The QUAL4T2 project team is glad to notify you all that the Quality guide for teams, the toolkit for teams about Quality Culture and How to develop effective team year plans and the Story book about teams in the pilot will be available on our project website www.qual4t-project.org from 1 May 2019! Target groups are teams in vocational education and training.The materials are available in English, Dutch, Spanish, Greek, Italian Danish and German languages.The project outputs have been tested in a training course for team leaders and team members , organised in Rome in January 2019. The Training Programme itself is also a project output and it will be available in English language in our website. The training programme can be delivered as a five days course, or one can select training activities and deliver a shorter course, following the participants own needs. If you have any questions about using the products, please refer directly to one of the QUAL4T2 partners. We will be happy to help you out!This 2,5 year project has been funded under the EU ERASMUS+ PROGRAMME as a KA2 strategic partnership from 11 November 2016 till 10 May- 2019.
- The QUAL4T2 project team is glad to notify you all that the Quality guide for teams, the toolkit for teams about Quality Culture and How to develop effective team year plans and the Story book about teams in the pilot will be available on our project website www.qual4t-project.org from 1 May 2019! Target groups are teams in vocational education and training.The materials are available in English, Dutch, Spanish, Greek, Italian Danish and German languages.The project outputs have been tested in a training course for team leaders and team members , organised in Rome in January 2019. The Training Programme itself is also a project output and it will be available in English language in our website. The training programme can be delivered as a five days course, or one can select training activities and deliver a shorter course, following the participants own needs. If you have any questions about using the products, please refer directly to one of the QUAL4T2 partners. We will be happy to help you out!This 2,5 year project has been funded under the EU ERASMUS+ PROGRAMME as a KA2 strategic partnership from 11 November 2016 till 10 May- 2019.
- The QUAL4T2 project team is glad to notify you all that the Quality guide for teams, the toolkit for teams about Quality Culture and How to develop effective team year plans and the Story book about teams in the pilot will be available on our project website www.qual4t-project.org from 1 May 2019! Target groups are teams in vocational education and training.The materials are available in English, Dutch, Spanish, Greek, Italian Danish and German languages.The project outputs have been tested in a training course for team leaders and team members , organised in Rome in January 2019. The Training Programme itself is also a project output and it will be available in English language in our website. The training programme can be delivered as a five days course, or one can select training activities and deliver a shorter course, following the participants own needs. If you have any questions about using the products, please refer directly to one of the QUAL4T2 partners. We will be happy to help you out!This 2,5 year project has been funded under the EU ERASMUS+ PROGRAMME as a KA2 strategic partnership from 11 November 2016 till 10 May- 2019.
- The QUAL4T2 project team is glad to notify you all that the Quality guide for teams, the toolkit for teams about Quality Culture and How to develop effective team year plans and the Story book about teams in the pilot will be available on our project website www.qual4t-project.org from 1 May 2019! Target groups are teams in vocational education and training.The materials are available in English, Dutch, Spanish, Greek, Italian Danish and German languages.The project outputs have been tested in a training course for team leaders and team members , organised in Rome in January 2019. The Training Programme itself is also a project output and it will be available in English language in our website. The training programme can be delivered as a five days course, or one can select training activities and deliver a shorter course, following the participants own needs. If you have any questions about using the products, please refer directly to one of the QUAL4T2 partners. We will be happy to help you out!This 2,5 year project has been funded under the EU ERASMUS+ PROGRAMME as a KA2 strategic partnership from 11 November 2016 till 10 May- 2019.
- The QUAL4T2 project team is glad to notify you all that the Quality guide for teams, the toolkit for teams about Quality Culture and How to develop effective team year plans and the Story book about teams in the pilot will be available on our project website www.qual4t-project.org from 1 May 2019! Target groups are teams in vocational education and training.The materials are available in English, Dutch, Spanish, Greek, Italian Danish and German languages.The project outputs have been tested in a training course for team leaders and team members , organised in Rome in January 2019. The Training Programme itself is also a project output and it will be available in English language in our website. The training programme can be delivered as a five days course, or one can select training activities and deliver a shorter course, following the participants own needs. If you have any questions about using the products, please refer directly to one of the QUAL4T2 partners. We will be happy to help you out!This 2,5 year project has been funded under the EU ERASMUS+ PROGRAMME as a KA2 strategic partnership from 11 November 2016 till 10 May- 2019.
- The QUAL4T2 project team is glad to notify you all that the Quality guide for teams, the toolkit for teams about Quality Culture and How to develop effective team year plans and the Story book about teams in the pilot will be available on our project website www.qual4t-project.org from 1 May 2019! Target groups are teams in vocational education and training.The materials are available in English, Dutch, Spanish, Greek, Italian Danish and German languages.The project outputs have been tested in a training course for team leaders and team members , organised in Rome in January 2019. The Training Programme itself is also a project output and it will be available in English language in our website. The training programme can be delivered as a five days course, or one can select training activities and deliver a shorter course, following the participants own needs. If you have any questions about using the products, please refer directly to one of the QUAL4T2 partners. We will be happy to help you out!This 2,5 year project has been funded under the EU ERASMUS+ PROGRAMME as a KA2 strategic partnership from 11 November 2016 till 10 May- 2019.
- Three different attempts for the graphic of the ecosystem. I personally prefer the second one that represents elements of the ecosystem but no relations or characteristics.
- Three different attempts for the graphic of the ecosystem. I personally prefer the second one that represents elements of the ecosystem but no relations or characteristics.
- Three different attempts for the graphic of the ecosystem. I personally prefer the second one that represents elements of the ecosystem but no relations or characteristics.
- 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 - Virtual Internships are the future of work based learning and skills development! Due to the corona virus, 2 interns who were hosted by IDEC SA had to work remotely during their stay at the company. Today, they gave us a short interview, highlighting the benefits and challenges from their virtual internships. Stay tuned to see the full interviews of Chiara and Paula!
- Warmest wishes and thoughts for you on Christmas. Just wanted to let you know that it's a great experience to working with you. Merry Christmas and a Happy New Year.
- 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/
- Photos du flux
- 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.