Folder Document Library

Folder Communities of Practice

Communities of Practice

This category holds discussion and research papers related to the topic of communities of practice, in particular how to build, cultivate and sustain communities of practice.

Folder Creativity and innovation

Creativity and innovation

Creativity is the prime source of innovation, which in turn is acknowledged as the main driver of growth and wealth creation, as key to improvements the social field and as an essential tool in addressing global challenges such as climate change, health care and sustainable

Folder Developing skills and transversal key competences, bridging the world of work

Developing skills and transversal key competences, bridging the world of work

The European Union defines eight key competences: communication in the mother tongue, communication in a foreign language, mathematical competence and basic competences in science and technology, digital competence, learning to learn, social and civic competence, sense of initiative and entrepreneurship as well as cultural awareness and expression.

Folder E-Learning

E-Learning
Using new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration.

Folder Education transitions, school to work transitions, life transitions and pathways

Education transitions, school to work transitions, life transitions and pathways

Concepts and approaches to guiding people of all ages through change.

Folder Entrepreneurial Skills

Literature and Materials related to Entrepreneurial Skills

Folder Learning Region | Learning City

Learning Region | Learning City

Promoting learning partnerships on local and regional level in order to build meaningful contexts for social and economic innovation.

Folder Lifelong Learning - General Themes and Topics

Lifelong Learning - General Themes and Topics

Lifelong learning may be broadly defined as learning that is pursued throughout life: learning that is flexible, diverse and available at different times and in different places. The European Commission (2001) found that lifelong learning has “Four broad and mutually supporting objectives: personal fulfilment, active citizenship, social inclusion and employability/adaptability”. In this regard, lifelong learning has lifewide dimensions that transcend narrow economic and vocational aspects.

Folder Lifelong learning policies

Lifelong learning policies

Lifelong policies has many facets. However, its major aim might be seen in the continuously support process of stimulating and empowering "individuals to acquire all the knowledge, values, skills and understanding they will require throughout their lifetimes and to apply them with confidence, creativity and enjoyment, in all roles circumstances, and environments.” (Watson 2003)

Folder Project development, implementation and evaluation

Project development, implementation and evaluation

This category holds documents related to initiating, planning, management, monitoring and completion of projects.

Folder Promoting social and economic cohesion through advanced adult education opportunities

Promoting social and economic cohesion through advanced adult education opportunities

According to the European Agenda for Adult Learning adult education shall promote equity, social cohesion and active citizenship through participation in social and cultural learning for personal development and fulfillment.

Folder Quality Assurance in Education & Training

Quality Assurance in Education & Training

The European Quality Assurance Reference Framework (Reference Framework) is designed to promote better vocational education and training by providing authorities with common tools for the management of quality.

Folder Senior and intergenerational learning

Senior and intergenerational learning

The ageing of the population is one of the significant transformations being experienced in European societies and a critical social policy issue facing families, governments and communities.

Folder Serious Games

Serious Games

Serious games are simulations of real-world events or processes designed for the purpose of solving a problem. Although serious games can be entertaining, their main purpose is to train or educate users,

Folder Validation of Informal Learning

Validation of Informal Learning

Validating non‑formal and informal learning is increasingly seen as a way of improving lifelong and lifewide learning. More European countries are emphasising the importance of making visible and valuing learning that takes place outside formal education and training institutions, for example at work, in leisure time activities and at home.

Documents

Tagged in: competences

Showing documents tagged with competences. Show all

pdf DigComp 2.0 - The Digital Competence Framework – Update 1

By Tagged in competences, digital, framework 1 download

Download (pdf, 2.29 MB)

TheDigitalCompetenceFrameworkForCitizensUpdatePhase1.pdf

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

pdf EntreComp: The Entrepreneurship Competence Framework

By Tagged in competences, entrepreneurship

Download (pdf, 1.32 MB)

TheEntrepreneurshipCompetenceFramework.pdf

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

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

By Tagged in competences, key, recommendation

Download (pdf, 87 KB)

RECOMMENDATION_OF_THE_EUROPEAN_PARLIAMENT_AND_OF_THE_COUNCIL_2006.pdf

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

pdf Results from Stakeholder Consultation on European Key Competences Review

By Tagged in competences, Europe, framework, key, review

This report is one of the outputs for the ‘Support of the stakeholder consultation in the context of the Key Competences Review’ study, which is being delivered by
the Danish Technological Institute and Ecorys.

It reports on the results of the stakeholder consultation overall, with special focus on the results of the public consultation. Also included in this report are the messages from a series of meetings, seminars and conferences with experts and stakeholders held in connection with the review.