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- K2 categories
- Building communities of practice
- Creativity and Innovation
- Developing basic skills and key competences
- ECVET
- Entrepreneurial skills
- Inclusive Education
- Intergenerational, senior & family learning
- Learning Cities and Regions, Community Learning
- Migration & ethnic diversity
- Miscellaneous topics
- Open educational resources (OER)
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- Thematic Areas
- Transitions and pathways
- Uncategorised
- Validation of Informal Learning
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- K2 items
- Building communities of practice
- Ana Raducanu: How Communities of Practice change our practices and help us to create impact
- Building local communities of practice in lifelong learning | The case of Swansea, Wales
- Building local communities of practice | Two case studies from Melbourne, Australia
- Cristina Costa: Online communities of practice | Far more than just learning together
- European Communities of Practice - A View from Inside | Interview with Graham Attwell
- Reflections on Communities of Practice: Experience, stories and insights
- Return on Investment of Work Based Learning and apprenticeships
- Stimulating local communities of practice in lifelong learning | Success stories
- Webinar “(Virtual) Communities of practice for lifelong learning – Approaches, success stories and challenges”
- XPLOIT
- Creativity and Innovation
- Be Positive | Enhancing resilience and utilising strengths in European unemployed youth
- BINNOC - Building Innovation capability in European Business Organizations through University-enterprise cooperation
- China-Europe CHOICE Final Event | October 19 Lisbon, Portugal
- INTRAPRENEURSHIP: the next big thing in the world of business
- Lifelong learning to ensure employability: Is this just a "dead letter"?
- Online innovative learning for pre-school teachers: EduTeach
- Radioactive project demonstrates how the results of European sponsored projects can be sustained after the end of funding
- RE-ACT – Self-reflection tools for smart Universities acting regionally
- Resolve
- ROOMS2VET | Ultimate guide to make the most of private tourism accommodation services
- TIM - Training Innovation Competences in the metalworking sector
- Was kommt nach der hierarchischen Organisation?
- Developing basic skills and key competences
- #Uptake_ICT2life-cycle
- APP4Skills - APPplication to develop Basic Skills of disadvantaged adults
- Bazaar - Learn and Exchange at the Market Place
- Ciceron - Promoting volunteering to the over50s
- Com ON – Unleash your potential for digital communication
- Combating Bullying in Schools through a whole-school programme
- CommonS - Common Spaces for Collaborative Learning
- CRITICAL - Active Learning for critical thinking and digital safety and inclusion
- DQ-SKILLS for Digital Citizenship
- e-epsol | Education and Employment Pathways for Speakers of Other Languages
- EMPLOY ID - Empowering Public Employment Services With Innovative Learning Solutions
- EMPOWER Migrants
- Farm Inc – Introducing Marketing Principles in the Agricultural Sector
- IDOL - International Development Officer
- InRuTou | Innovation in Rural Tourism
- LLWings | Helping teachers in building WINGS for lifelong learning of their students
- Moving Languages - APPs to innovate on language learning
- Multilingual strategies and tools for teachers to promote an inclusive education
- New Teachers for New Competences
- NOBOMA - Competences of elderly care takers
- PeerCare - Peer learning on Emotional Intelligence for Informal Caregivers
- PLENTIS | Play and learn entrepreneurial skills in the agricultural sector
- REINICIAL | Boosts resilience in job seekers over 45
- SEE FIRST: Seeking first job equipped with proper soft skills
- TANDEM NOW
- Train the Gap | European Learning Pathway on Rural Woman Entrepreneurs
- Update: EILEEN launches award for innovative ideas and good practice in intercultural learning
- URBES: Urban Regeneration and Best Energy Saving for our Cities
- Entrepreneurial skills
- Inclusive Education
- Intergenerational, senior & family learning
- Big Foot | Crossing Generations, Crossing Mountains
- ELDER - Experience New Learning
- EMIL | European Map of Intergenerational Learning
- Experts wanted for EU applied research and innovation programme
- Senior citizens learning and travelling through space and time
- Walk & Talk | Prevention and Communication Training for Elderly aged 65+
- Webinar on Family Learning and Digital Citizenship
- Learning Cities and Regions, Community Learning
- Cities of Learning
- CONNECT - Building Urban Ecosystems for Lifelong Learning
- EU ministers adopt Urban Agenda for sustainable, innovative and powerful European Cities | Pact of Amsterdam
- European Commission launched data sharing and visualization platform for European cities and regions
- European Digital City Index 2016 | Best EU Cities for Digital Entrepreneurs
- Migration & ethnic diversity
- Miscellaneous topics
- Open educational resources (OER)
- Promoting social & economic cohesion through adult education
- A Call For Investment In Community Learning
- Boosting Adult Educator Competences to Upskill Pathways of Adult Learners - OpenITup
- Building Learning Cities and Regions - Learning from the European Lesson
- City of Bologna celebrates 1 year of experimenting with urban commons
- EAEA Grundtvig Award 2017 | Engaging new learners
- EUROLOCAL - European storehouse on the local and regional dimensions of lifelong learning
- European Conference on Adult Learning | Course Planning and Evaluation. Two Key Competences of Adult Educators
- Graham Attwell: Refugees and the challenge for education in Germany
- Including persons from vulnerable groups in Lifelong Learning | 32 Best Practice Examples
- INTERACT - Researching Third Country Nationals’ Integration as a Three-way Process
- International Masters in Adult Education for Social Change (Erasmus Mundus)
- Learning Cities 2040 - Global, Local, Connected, Sustainable, Healthy and Resilient | Glasgow University
- Leone Wheeler: How the learning city concept contributes to furthering the objectives of lifelong learning
- LETAE - Reinforce the Labour Efficiency of Tertiary Higher Education in Universities
- LLL Platform invites applications for 2016 awards on creative and inclusive practices in education
- LOCATE - LOCal media for sustainable community AcTion in Europe
- MMS - Moving from the Margins of Society
- Promoting Social Inclusion and Economic Cohesion through Communities of Practice
- R3L + A Quality Framework for Learning Cities and Regions
- RadioActive Europe
- Responding to the Refugee Crisis through Strengthening Lifelong Learning
- RISE | Refugee Interactive Skills for Employment | Removing barriers to employment
- The Australian Learning Communities Network | Growing lifelong learning communities
- THEMP - Tertiary Lifelong Learning for People in Mid-Life
- UNESCO Learning City Award 2017 open for applications
- USR-Net | EU Universities facing social responsibility
- Quality in Vocational Training & Education
- Aristotle and Diversity
- Bequal - Benchmarking tool for quality assurance in vocational training institutes
- Design of adult learning courses
- Designing the learning process: the translation of needs into learning results
- Eduplan - Quality assurance in VET networks
- Game - KaHoot!
- How to involve everyone in quality improvement
- Let’s DEMAL! How to develop specific competences for adult learning with a digital app
- LIFE ONLINE | International and soft skills for employability and entrepreneurship
- Mentoring Between Teachers in Secondary and High Schools
- MODERN Project - Mobile and Digital E-learning Toolkit
- On Track. Improving VET quality assurance through tracking systems
- Q-KULT - Quality and school culture
- QUAL4T - Quality Culture through effective instruments for teachers and trainers
- Quality for Innovation in European Schools
- SiQuCAE | A system for quality assurance in non-formal and informal learning
- ToiToiToi | Evaluation tools for building quality European project partnerships
- Tracking VET graduates - On Track methodology
- Transnational Peer Review for quality assurance in Validation of Non Formal and Informal Learning
- VETWORKS - Self-evaluation as a collaborative tool for developing local learner communities
- Serious Games
- Social Innovation
- Technology enhanced and web-based learning
- e-Hoop | E-learning environment which adapts to different learner needs
- eFinLit or how financial literacy may fight social exclusion
- La valutazione della qualità nell’e-learning
- OUVM | Open University Studies for Virtual Mobility
- TACCLE2
- TALOE - Time to Assess Learning Outcomes in E-learning
- Update: Livestream on Digital Inclusion and E-Learning | #UPTAKE_ICT 31 May 2016
- Transitions and pathways
- ECVET Permit - Permeability and Transferability between the Non-Formal and Formal VET System
- G8WAY - Web 2.0 Enhanced Gateway to Education Transition
- SAVED - Support against Vocational Training and Education Dropout
- TANDEM | Flexible pathways connecting VET and HE
- TEAL: Transitions into Enterprise for Adult Learners
- Uncategorised
- Validation of Informal Learning
- Building learning societies | Promoting the validation of non-formal and informal learning
- Call for Lifelong Learning Awards 2018
- DAVE - Developing validation of Adult Education Trainers
- European Conference on Innovative Assessment Methods for Validation
- Graham Attwell: Recognising prior learning in Germany and UK
- ICONET - Informal Competences Net
- ICOVET | Making visible competencies young people acquire through informal learning
- InnoVal | Innovative and reliable methods for assessing informal and non-formal learning outcomes
- Munich meeting | Validation of non-formal and informal learning outcomes in Higher Education
- Munich Workshop: Validation of Refugees' Prior Learning in Higher Education
- PROMOTE - Promoting and validating key competences in mobility and traineeship in Europe
- RAKOON - Progress by active Collaboration in open Organizations
- REAL - Recognition for Adult Educators
- Recognition of informal and non-formal learning in Germany: Selected results of national monitoring
- VALERU | Validation of non-formal and informal learning in Russian HE
- VINCE - Validation for Inclusion of New Citizens of Europe - Newsletter 3/2018
- VINCE Validation Prize 2019 | Recognising and validating skills and competences of migrants and refugees
- VINCE | Validation for Inclusion of Refugees and Migrants in European Higher Education
- VOW+IPLM - The Value of Work for the Individual Position on the Labour Market
- VtECoach - Assessing soft skills in vocational education & training. A 360º evaluation system.
- Working on lifelong learning projects
- Building communities of practice
- K2 categories
- Building communities of practice
- Creativity and Innovation
- Developing basic skills and key competences
- ECVET
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- Learning Cities and Regions, Community Learning
- Migration & ethnic diversity
- 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
- Thematic Areas
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- Uncategorised
- Validation of Informal Learning
- Working on lifelong learning projects
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- Ana Raducanu: How Communities of Practice change our practices and help us to create impact
- Building local communities of practice in lifelong learning | The case of Swansea, Wales
- Building local communities of practice | Two case studies from Melbourne, Australia
- Cristina Costa: Online communities of practice | Far more than just learning together
- European Communities of Practice - A View from Inside | Interview with Graham Attwell
- Reflections on Communities of Practice: Experience, stories and insights
- Return on Investment of Work Based Learning and apprenticeships
- Stimulating local communities of practice in lifelong learning | Success stories
- Webinar “(Virtual) Communities of practice for lifelong learning – Approaches, success stories and challenges”
- XPLOIT
- Creativity and Innovation
- Be Positive | Enhancing resilience and utilising strengths in European unemployed youth
- BINNOC - Building Innovation capability in European Business Organizations through University-enterprise cooperation
- China-Europe CHOICE Final Event | October 19 Lisbon, Portugal
- INTRAPRENEURSHIP: the next big thing in the world of business
- Lifelong learning to ensure employability: Is this just a "dead letter"?
- Online innovative learning for pre-school teachers: EduTeach
- Radioactive project demonstrates how the results of European sponsored projects can be sustained after the end of funding
- RE-ACT – Self-reflection tools for smart Universities acting regionally
- Resolve
- ROOMS2VET | Ultimate guide to make the most of private tourism accommodation services
- TIM - Training Innovation Competences in the metalworking sector
- Was kommt nach der hierarchischen Organisation?
- Developing basic skills and key competences
- #Uptake_ICT2life-cycle
- APP4Skills - APPplication to develop Basic Skills of disadvantaged adults
- Bazaar - Learn and Exchange at the Market Place
- Ciceron - Promoting volunteering to the over50s
- Com ON – Unleash your potential for digital communication
- Combating Bullying in Schools through a whole-school programme
- CommonS - Common Spaces for Collaborative Learning
- CRITICAL - Active Learning for critical thinking and digital safety and inclusion
- DQ-SKILLS for Digital Citizenship
- e-epsol | Education and Employment Pathways for Speakers of Other Languages
- EMPLOY ID - Empowering Public Employment Services With Innovative Learning Solutions
- EMPOWER Migrants
- Farm Inc – Introducing Marketing Principles in the Agricultural Sector
- IDOL - International Development Officer
- InRuTou | Innovation in Rural Tourism
- LLWings | Helping teachers in building WINGS for lifelong learning of their students
- Moving Languages - APPs to innovate on language learning
- Multilingual strategies and tools for teachers to promote an inclusive education
- New Teachers for New Competences
- NOBOMA - Competences of elderly care takers
- PeerCare - Peer learning on Emotional Intelligence for Informal Caregivers
- PLENTIS | Play and learn entrepreneurial skills in the agricultural sector
- REINICIAL | Boosts resilience in job seekers over 45
- SEE FIRST: Seeking first job equipped with proper soft skills
- TANDEM NOW
- Train the Gap | European Learning Pathway on Rural Woman Entrepreneurs
- Update: EILEEN launches award for innovative ideas and good practice in intercultural learning
- URBES: Urban Regeneration and Best Energy Saving for our Cities
- Entrepreneurial skills
- Inclusive Education
- Intergenerational, senior & family learning
- Big Foot | Crossing Generations, Crossing Mountains
- ELDER - Experience New Learning
- EMIL | European Map of Intergenerational Learning
- Experts wanted for EU applied research and innovation programme
- Senior citizens learning and travelling through space and time
- Walk & Talk | Prevention and Communication Training for Elderly aged 65+
- Webinar on Family Learning and Digital Citizenship
- Learning Cities and Regions, Community Learning
- Cities of Learning
- CONNECT - Building Urban Ecosystems for Lifelong Learning
- EU ministers adopt Urban Agenda for sustainable, innovative and powerful European Cities | Pact of Amsterdam
- European Commission launched data sharing and visualization platform for European cities and regions
- European Digital City Index 2016 | Best EU Cities for Digital Entrepreneurs
- Migration & ethnic diversity
- Miscellaneous topics
- Open educational resources (OER)
- Promoting social & economic cohesion through adult education
- A Call For Investment In Community Learning
- Boosting Adult Educator Competences to Upskill Pathways of Adult Learners - OpenITup
- Building Learning Cities and Regions - Learning from the European Lesson
- City of Bologna celebrates 1 year of experimenting with urban commons
- EAEA Grundtvig Award 2017 | Engaging new learners
- EUROLOCAL - European storehouse on the local and regional dimensions of lifelong learning
- European Conference on Adult Learning | Course Planning and Evaluation. Two Key Competences of Adult Educators
- Graham Attwell: Refugees and the challenge for education in Germany
- Including persons from vulnerable groups in Lifelong Learning | 32 Best Practice Examples
- INTERACT - Researching Third Country Nationals’ Integration as a Three-way Process
- International Masters in Adult Education for Social Change (Erasmus Mundus)
- Learning Cities 2040 - Global, Local, Connected, Sustainable, Healthy and Resilient | Glasgow University
- Leone Wheeler: How the learning city concept contributes to furthering the objectives of lifelong learning
- LETAE - Reinforce the Labour Efficiency of Tertiary Higher Education in Universities
- LLL Platform invites applications for 2016 awards on creative and inclusive practices in education
- LOCATE - LOCal media for sustainable community AcTion in Europe
- MMS - Moving from the Margins of Society
- Promoting Social Inclusion and Economic Cohesion through Communities of Practice
- R3L + A Quality Framework for Learning Cities and Regions
- RadioActive Europe
- Responding to the Refugee Crisis through Strengthening Lifelong Learning
- RISE | Refugee Interactive Skills for Employment | Removing barriers to employment
- The Australian Learning Communities Network | Growing lifelong learning communities
- THEMP - Tertiary Lifelong Learning for People in Mid-Life
- UNESCO Learning City Award 2017 open for applications
- USR-Net | EU Universities facing social responsibility
- Quality in Vocational Training & Education
- Aristotle and Diversity
- Bequal - Benchmarking tool for quality assurance in vocational training institutes
- Design of adult learning courses
- Designing the learning process: the translation of needs into learning results
- Eduplan - Quality assurance in VET networks
- Game - KaHoot!
- How to involve everyone in quality improvement
- Let’s DEMAL! How to develop specific competences for adult learning with a digital app
- LIFE ONLINE | International and soft skills for employability and entrepreneurship
- Mentoring Between Teachers in Secondary and High Schools
- MODERN Project - Mobile and Digital E-learning Toolkit
- On Track. Improving VET quality assurance through tracking systems
- Q-KULT - Quality and school culture
- QUAL4T - Quality Culture through effective instruments for teachers and trainers
- Quality for Innovation in European Schools
- SiQuCAE | A system for quality assurance in non-formal and informal learning
- ToiToiToi | Evaluation tools for building quality European project partnerships
- Tracking VET graduates - On Track methodology
- Transnational Peer Review for quality assurance in Validation of Non Formal and Informal Learning
- VETWORKS - Self-evaluation as a collaborative tool for developing local learner communities
- Serious Games
- Social Innovation
- Technology enhanced and web-based learning
- e-Hoop | E-learning environment which adapts to different learner needs
- eFinLit or how financial literacy may fight social exclusion
- La valutazione della qualità nell’e-learning
- OUVM | Open University Studies for Virtual Mobility
- TACCLE2
- TALOE - Time to Assess Learning Outcomes in E-learning
- Update: Livestream on Digital Inclusion and E-Learning | #UPTAKE_ICT 31 May 2016
- Transitions and pathways
- ECVET Permit - Permeability and Transferability between the Non-Formal and Formal VET System
- G8WAY - Web 2.0 Enhanced Gateway to Education Transition
- SAVED - Support against Vocational Training and Education Dropout
- TANDEM | Flexible pathways connecting VET and HE
- TEAL: Transitions into Enterprise for Adult Learners
- Uncategorised
- Validation of Informal Learning
- Building learning societies | Promoting the validation of non-formal and informal learning
- Call for Lifelong Learning Awards 2018
- DAVE - Developing validation of Adult Education Trainers
- European Conference on Innovative Assessment Methods for Validation
- Graham Attwell: Recognising prior learning in Germany and UK
- ICONET - Informal Competences Net
- ICOVET | Making visible competencies young people acquire through informal learning
- InnoVal | Innovative and reliable methods for assessing informal and non-formal learning outcomes
- Munich meeting | Validation of non-formal and informal learning outcomes in Higher Education
- Munich Workshop: Validation of Refugees' Prior Learning in Higher Education
- PROMOTE - Promoting and validating key competences in mobility and traineeship in Europe
- RAKOON - Progress by active Collaboration in open Organizations
- REAL - Recognition for Adult Educators
- Recognition of informal and non-formal learning in Germany: Selected results of national monitoring
- VALERU | Validation of non-formal and informal learning in Russian HE
- VINCE - Validation for Inclusion of New Citizens of Europe - Newsletter 3/2018
- VINCE Validation Prize 2019 | Recognising and validating skills and competences of migrants and refugees
- VINCE | Validation for Inclusion of Refugees and Migrants in European Higher Education
- VOW+IPLM - The Value of Work for the Individual Position on the Labour Market
- VtECoach - Assessing soft skills in vocational education & training. A 360º evaluation system.
- Working on lifelong learning projects
- Building communities of practice
- Thematic Areas
- Building communities of practice
- Creativity and Innovation
- Developing basic skills and key competences
- ECVET
- Entrepreneurial skills
- Inclusive Education
- Intergenerational, senior & family learning
- Learning Cities and Regions, Community Learning
- Migration & ethnic diversity
- 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
- Thematic Areas
- Transitions and pathways
- Uncategorised
- Validation of Informal Learning
- Working on lifelong learning projects
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- CONNECT - Building Urban Ecosystems for Lifelong Learning
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- Key Competences for Lifelong Learning - European Reference Framework
- LLWings Competency Framework: Teacher competences required to translate “Learning to Learn” into daily school practice
- Results from Stakeholder Consultation on European Key Competences Review
- Training for Mentors and Supervisors of Higher Education Apprenticeship programmes - A Generic Structure for a Continuing Professional Development Course
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- Randolph Preisinger-Kleine, Graham Attwell: Pegagogy framework to support learning with web 2.0 during educational transition
- Systematic Literature Review into Empirical Web 2.0 Usage in Education and Workplace
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- BITC Toolkit - Quality Work Placements in the New Normal
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- EntreComp - The Entrepreneurship Competence Framework (2016)
- EntreComp into Action - Get inspired, make it happen - A user guide to the European Entrepreneurship Competence Framework (2018)
- Entrepreneurial Competences: Comparing and Contrasting Models and Taxonomies (2018)
- European EEE Project: Entrepreneurship Teaching Toolkit (2018)
- JRC-IPTS: Entrepreneurship Competence - An Overview of Existing Concepts, Policies and Initiatives - Final Report (2015)
- OECD Skills Studies: Supporting Entrepreneurship and Innovation in Higher Education in The Netherlands (2018)
- Predicting entrepreneurial motivation among university students: The role of entrepreneurship education (2016)
- The Role of Higher Education in Development of Entrepreneurial Competencies: Some Insights from Castilla-La Mancha University in Spain
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- Can organisations learn to learn?
- Learning Cities: Knowledge, Capacity and Competitiveness
- Local accountability for adult learning and skills: a community perspective
- Mapping and unifying the Greek geographies of resistance in times of crisis
- R3L+ Case Study: Dundee Learning City | Scotland
- R3L+ Case Study: Learning City and Region Kaunas | Lithuania
- R3L+ Case Study: Learning City and Region Pecs | Hungary
- R3L+ Case Study: Learning City of Limerick | Ireland
- R3L+ Case Study: Learning Region Bodensee | Germany
- R3L+ Case Study: Learning Region Bucharest-Ilfov | Romania
- R3L+ Case Study: Learning Region Lundaland | Sweden
- R3L+ Case Study: National Learning Regions Initiative | Germany
- UNESCO Institute for Lifelong Learning: Unlocking the Potential of Urban Communities - Case Studies of Twelve Learning Cities
- Lifelong Learning - General Themes and Topics
- Lifelong learning policies
- Migration & ethnic diversity
- Cluster Key Competences – Curriculum reform and Peer Learning
- Communication: A New Skills Agenda for Europe - Working together to strengthen human capital, employability and competitiveness
- DigComp 2.0 - The Digital Competence Framework – Update 1
- Digital literacy for migrants - Case Study
- Education as a tool for the economic integration of migrants
- EntreComp: The Entrepreneurship Competence Framework
- Making Integration Work - Assessment and Recognition of Foreign Qualifications
- Pauliina Alenius: Informal learning processes of migrants in the civil society: a transnational perspective
- Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning
- Project development, implementation and evaluation
- Promoting social and economic cohesion through advanced adult education opportunities
- Quality Assurance in Education & Training
- Handbook: Ensuring quality in local networks of vocational education & training - The SPEAK evaluation method
- On line benchmarking of quality assurance systems in VET organisations by Natassa Kazantzidou
- Quality Assurance and the Recognition of Non-formal and/or Informal Learning
- Quality assurance of the validation of non-formal and informal learning
- Quality in Validation of Non-Formal and Informal Learning
- Self Evaluation in Adult Lifelong Learning
- Setting priorities in quality management
- Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG)
- RIDE Practice Resources
- Second Chance Education
- Senior and intergenerational learning
- Serious Games
- Validation of Informal Learning
- Anerkennung von non-formalem und informellem Lernen Nov 2014
- Competence Framework for Adult Education Trainer
- Connecting Learning across School and Out-of-School Contexts: A Review of Pedagogical Approaches
- European guidelines for validating non-formal and informal learning (new edition)
- European inventory on validation of non-formal and informal learning 2014
- European Strategic Guide for Fostering Participation and Raising Awareness on Validation of Learning Outcomes of Non-Formal and Informal Learning
- Julia Koch: A validation system for non-formal and informal learning in Germany (Master thesis)
- Kompetenzbilanz für MigrantInnen (DJI)
- Olav Eikeland: An expanded notion of lifelong learning – the Program for Lifelong Learning (PLL)
- Players, practices and challenges in NFIL and its validation in Europe
- Praxishandreichung Migrationsspezifische Kompetenzfeststellung
- Recognition, Validation and Accreditation of Non-formal and Informal Learning in UNESCO Member States
- Taking Validation One Step Further
- Validating informal competencies of young people - Good practice guide - en
- Validating informal competencies of young people - Interview tool - en
- Validation of informal and non-formal learning in Germany
- Validation of informal learning in Germany
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- Stream Photos
- 15.10.2020. An online event was held by Pegaso University to celebrate Erasmus days.During the live, Dr. Caruccio presented the Erasmus Enter Mode project and Prof. D'Angelo illustrated the Erasmus Astre project. The precious testimony of a Pegaso student, lawyer and now hired at the international relations office of the university, enriched the event. Dr. Valentina Coletta spoke about her Erasmus experience in Spain during the lockdown. She illustrated the many opportunities for growth of the internship, the importance of the mentor' role and the value of a mobility abroad for the curriculum and job search. Companies, she says, are looking for qualified people who know how to solve problems, and Erasmus helps to get out of the comfort zone and develop entrepreneurial skills.
- 15.10.2020. An online event was held by Pegaso University to celebrate Erasmus days.During the live, Dr. Caruccio presented the Erasmus Enter Mode project and Prof. D'Angelo illustrated the Erasmus Astre project. The precious testimony of a Pegaso student, lawyer and now hired at the international relations office of the university, enriched the event. Dr. Valentina Coletta spoke about her Erasmus experience in Spain during the lockdown. She illustrated the many opportunities for growth of the internship, the importance of the mentor' role and the value of a mobility abroad for the curriculum and job search. Companies, she says, are looking for qualified people who know how to solve problems, and Erasmus helps to get out of the comfort zone and develop entrepreneurial skills.
- 15.10.2020. An online event was held by Pegaso University to celebrate Erasmus days.During the live, Dr. Caruccio presented the Erasmus Enter Mode project and Prof. D'Angelo illustrated the Erasmus Astre project. The precious testimony of a Pegaso student, lawyer and now hired at the international relations office of the university, enriched the event. Dr. Valentina Coletta spoke about her Erasmus experience in Spain during the lockdown. She illustrated the many opportunities for growth of the internship, the importance of the mentor' role and the value of a mobility abroad for the curriculum and job search. Companies, she says, are looking for qualified people who know how to solve problems, and Erasmus helps to get out of the comfort zone and develop entrepreneurial skills.
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- 30 marzo 2021.L’Università Telematica Pegaso ha promosso un webinar sul tema del tirocinio realizzato in modalità a distanza (Virtual Internship).
Nel corso del webinar sono stati affrontati i temi sulla pianificazione, sulla gestione, sulle ricadute del tirocinio virtuale. Gli studenti che hanno partecipato alla sperimentazione pilota del progetto ENTER.MODE “Internship Model for Developing of Entrepreneurial skills Higher Education Students (Codice progetto: 601125 EPP-1-2018-1-SK-EPPKA2-KA) hanno offerto i loro preziosi spunti esperienziali. Si ringraziano i numerosi docenti, il personale degli uffici erasmus, tirocinio, comunicazione, progetti dell'università nonchè le imprese e gli studenti che hanno arricchito l'evento. - 30 marzo 2021.L’Università Telematica Pegaso ha promosso un webinar sul tema del tirocinio realizzato in modalità a distanza (Virtual Internship).
Nel corso del webinar sono stati affrontati i temi sulla pianificazione, sulla gestione, sulle ricadute del tirocinio virtuale. Gli studenti che hanno partecipato alla sperimentazione pilota del progetto ENTER.MODE “Internship Model for Developing of Entrepreneurial skills Higher Education Students (Codice progetto: 601125 EPP-1-2018-1-SK-EPPKA2-KA) hanno offerto i loro preziosi spunti esperienziali. Si ringraziano i numerosi docenti, il personale degli uffici erasmus, tirocinio, comunicazione, progetti dell'università nonchè le imprese e gli studenti che hanno arricchito l'evento. - 30 marzo 2021.L’Università Telematica Pegaso ha promosso un webinar sul tema del tirocinio realizzato in modalità a distanza (Virtual Internship).
Nel corso del webinar sono stati affrontati i temi sulla pianificazione, sulla gestione, sulle ricadute del tirocinio virtuale. Gli studenti che hanno partecipato alla sperimentazione pilota del progetto ENTER.MODE “Internship Model for Developing of Entrepreneurial skills Higher Education Students (Codice progetto: 601125 EPP-1-2018-1-SK-EPPKA2-KA) hanno offerto i loro preziosi spunti esperienziali. Si ringraziano i numerosi docenti, il personale degli uffici erasmus, tirocinio, comunicazione, progetti dell'università nonchè le imprese e gli studenti che hanno arricchito l'evento.
- 30 marzo 2021.L’Università Telematica Pegaso ha promosso un webinar sul tema del tirocinio realizzato in modalità a distanza (Virtual Internship).
- Photos du flux
- 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 Grundtvig initiative 'LearnAct' to our project section:
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- 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/
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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/
- 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/
- 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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- 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?
- 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
- Dear all,
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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!
- 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.
- 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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- 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
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- 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
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- 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
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- Hi @[[820:contact:Natassa]], I cannot open the application form. See attachment. Can you check?
- Hi Natassa, this logo is very impressive. Can you adapt the colors, so it fits with the current color scheme of our website? I then will test it in the website.
- Hi Natassa, when experimenting with different concepts for our website I also did some illustrations of Kallithea. Here's the results. Only for inspiration.
- Profile's cover
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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.
- http://www.donaukurier.de/nachrichten/bayern/Asylbewerber-Ingolstadt-2017-Endlich-studentisch;art155371,3447057
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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
- 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 pre-registrations, please visit: discuss-learning.eu/index-en.html
- 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.
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- Neuer Artikel zum Integrationscampus Ingolstadt.
http://www.donaukurier.de/lokales/ingolstadt/Asylbewerber-Ingolstadt-2017-Studierende-Gefl-uuml-chtete-ziehen-in-Schulzentrum-S-uuml-dwest;art599,3451629 - Nightly conversations in downtown Munich. Caught by Xenia.
- Nightly conversations in downtown Munich. Caught by Xenia.
- Neuer Artikel zum Integrationscampus Ingolstadt.
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- One of the significant outputs of the EnterMode project is the online serious game which is integrated in the Internship Model and is meant to materialise the training methodology of the project and support the acquisition of entrepreneurial skills during the internships. The English version of the game is ready to be released, while the multilingual edition will soon be available also in Slovak, Hungarian, Dutch, Greek, Italian and German languages. Find out more about the online game here: https://entermode.eu/2020/04/09/entermode-online-serious-game/
- Our first virtual internship!
Inqubator has hosted several interns before, but not yet virtual interns. So Jozef from the Technical University of Kosice was the first virtual intern for Inqubator.
To be honest, we were quite sceptical about virtual internships of only 1 month. However, in practice it turned out to be very valuable. Jozef has worked on professionalising and optimising the application process for the start-up visum for non-EU startups. These start-ups can apply with their business idea to Inqubator, to get support for starting their innovative business in the Netherlands. However, until the start of Jozef's internship the application process was not 'standardised'.
Jozef has developed a visual roadmap for the applicants, and some templates (like a pitch deck) that can be used by the applicants. We are very happy with this materials, because it increases the quality of the applications enourmously. It will save us a lot of time reviewing applications which are not of sufficient quality!
We are very happy how the internship went. Jozef and Lucas had regular contact, but the challenge was also designed in such a way that Jozef could work on it independently as well.
If you want to know more about our experience, just let us know!
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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 - Picture of workshop location: Martiusstrasse 4.
- 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
- 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.
- 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.
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- 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
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- We all know that enterpreneurs acquire many skills out of necessity. The ARPEL4Entrep project intends to find out which skills entrepreneurs need to learn to complement their experience. Afterwards, a programme will be developed so that entrepreneurs can accredit and recognise their prior experience and learning as part of a Bachelors degree in Entrepreneurship. The views of this group's members would be very useful! You are all invited to follow this link and fill in a short survey! The survey is available in English, Italian and Greek at the moment. Thanks for your valuable inputs! https://forms.office.com/Pages/ResponsePage.aspx?id=QPwY9StgokOXkX0EXXhDo0BCSOk0M25CjEBV1khAcN1UNTBITTQ4U0xOMFRJM0pLS0UyRVpHTlRHNi4u
- 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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