The current analysis has been prepared within the framework of project № 554834-EPP-1-2014-1-BG-EPPKA3-AL-AGENDA “National Coordinators for the Implementation of the European Agenda for Adult Learning”, implemented with financial support under the Erasmus Program+ of the European Commission.

2011 m. Tarybos priimtoje atnaujintoje Europos suaugusiųjų mokymosi darbotvarkėje (4) nurodytos tam tikros prioritetinės sritys 2012–2014 m. laikotarpiui, tačiau atsižvelgiant į strateginės programos „ET 2020“ keturis strateginius tikslus šios sritys buvo nustatytos ilgesnės trukmės laikotarpiui.

ПРЕДГОВОР

The video-publication 'I can, therefore I am!' Promoting adult skills (with English subtitles) is a constituent part of Slovenian endeavours for the implementation of the 'Education and Training 2020' strategic framework in the field of adult education. Its contents refer to several priority fields of the renewed European Agenda for Adult Learning with special emphasis on skills and competences.

Video publikacija 'Zmorem, torej sem!' Spodbujanje temeljnih zmožnosti odraslih je sestavni del uresničevanje ciljev strateškega okvira 'Izobraževanje in usposabljanje 2020' na področju izobraževanja odraslih. Navezuje se na mnoga prednostna področja prenovljenega Evropskega programa za učenje odraslih s posebnim poudarkom na temeljnih zmožnostih odraslih.

Video publikacija 'Zmorem, torej sem!' Spodbujanje temeljnih zmožnosti odraslih je sestavni del uresničevanje ciljev strateškega okvira 'Izobraževanje in usposabljanje 2020' na področju izobraževanja odraslih. Navezuje se na mnoga prednostna področja prenovljenega Evropskega programa za učenje odraslih s posebnim poudarkom na temeljnih zmožnostih odraslih.

From 14 to 16 October 2014, over 200 delegates from 71 UNESCO Member States, including 80 participants from 62 UNEVOC Centres, convened at the United Nations Campus in Bonn, Germany, to participate in a Global Forum, organized by UNESCO-UNEVOC, on “Skills for Work and Life Post-2015”.

ВЪВЕДЕНИЕ

Този преглед на основното образование за възрастни и програми за основни умения под формата на 35 описания на системите, които обхващат 32 страни (всички държави членки на ЕС (¹), както и Исландия, Лихтенщайн, Норвегия и Турция). Неговата основна цел е да се подкрепят взаимното разбирателство и диалог между страните.

Образованието на възрастни допринася позитивно за развитието на умения и компетенции, от които възрастните имат полза през целия си живот. В допълнение, то допринася за развитието на активно гражданство. Образованието на възрастни също помага да се превъзмогнат пречките пред уязвими социални групи, като рано напусналите училище, възрастни с ниско ниво на грамотност, математика, информационни и комуникационни технологии (ИКТ), граждани от трета възраст, възрастни със специални нужди или възрастни, които са обект на социално изключване поради ограничено участие в образованието.

Znanje pridobivamo in delimo na zelo raznolike načine. Ponudba organiziranih možnosti za podporo učenju in izobraževanju v različnih izobraževalnih organizacijah skuša tem načinom slediti. Eden ob inovativnejših pristopov k izobraževanju odraslih v Sloveniji so Borze znanja.

W odnowionej europejskiej agendzie w zakresie uczenia się dorosłych, którą Rada przyjęła w 2011 r., nakreślono pewną liczbę obszarów priorytetowych na lata 2012–2014, ukazując je w dłuższej perspektywie czasowej w powiązaniu z czterema celami strategicznymi ram ET 2020. By osiągnąć zakrojoną na dłuższy okres koncepcję agendy, państwa członkowskie – przy wsparciu Komisji Europejskiej – powinny się skoncentrować do roku 2020 na następujących konkretnych priorytetach:

The Royal Melbourne Institute of Technology (RMIT), in partnership with the Victorian Multicultural Commission (VMC), has, since 2002, been offering a Diploma for Interpretting program in rare and emerging languages which has been approved by the Australian National Accreditation Authority for Translators and Interpreters (NAATI).

Refugees experience limited access to adequate education at all levels, but opportunities for higher education are especially lacking. Yet, evidence suggests that education plays an important protective role in helping refugee individuals and communities cope with their daily existence during protracted waiting periods, and the United Nations refugee agency (UNHCR) recently recognised tertiary education as a basic human right.

Edukacja w zarysie: Wskaźniki OECD jest miarodajnym źródłem informacji na temat stanu edukacji na całym świecie. Publikacja prezentuje wskaźniki dotyczące działań instytucji edukacyjnych; wpływu uczenia się w różnych krajach; zasobów ludzkich i finansowych zainwestowanych w edukację; dostępu, uczestnictwa i rozwoju edukacji; środowiska uczenia się i organizacji szkół.

O projektu Spoznaj svoj življenjski slog – izobraževanje za trajnostni razvoj smo na EPALE že pisali. S projektom Spoznaj svoj življenjski slog – angl. Know your Lifestyle, ki ga koordinira Inštitut za mednarodno sodelovanje nemške zveze za izobraževanje odraslih – DVV International, želijo partnerji prispevati k osveščanju in vključevanju ljudi v prizadevanja za trajnostni razvoj.

Basic knowledge of the host society's language, history and institutions is indispensable to integration; enabling immigrants to acquire this basic knowledge is essential to successful integration. (Council of Europe, Common Basic Principles of Integration, 2001).

This editorial examines the negotiation of knowledge and agency in multilingual learning contexts. Learners transform semiotic resources, practices, preferences and narratives in talk and action. They negotiate agency, power relations and identities in formal and informal learning contexts.

The LANCHART Centre, University of Copenhagen, Njalsgade 132, 5, 2300 Copenhagen S, Denmark. Available online 26 January 2011

In this artWe develop and test a conceptual model of English language acquisition and the strength of the latter in predicting social and cultural assimilation. We present evidence that the path to English proficiency begins with exposure to English in the home country and on prior U.S. trips. English proficiency, then, has direct links to the intermediate migration outcomes of occupational status in the U.S., the amount of time in the U.S. since the most recent trip, and the co-ethnic residential context in the U.S.

Our education systems are not very good at teaching us to cope with paradoxes, and the linguistic integration of migrants provides an illustration of the fact. Yet, as societies we are too often sceptical and even suspiciouso f those speaking language other than that spoken by the majority of our fellow countrymen and women. Using 'foreign languages' and speaking the majority language imperfectly or with an accent are seen as indications of foreigness.

Predstaviti pomen in vpeljevanje prostovoljstva v svetovalno dejavnost v izobraževanju odraslih s ciljem spodbujati širitev te zamisli tudi na druga področja in dejavnosti v izobraževanju odraslih je namen avtorjev publikacije Prostovoljstvo v svetovalni dejavnosti v izobraževanju odraslih.

Šalys, užtikrinančios kokybiškas darbo vietas bei veiksmingą socialinę apsaugą ir investuojančios į žmogiškąjį kapitalą, pasirodė esančios atsparesnės ekonomikos krizei. Tai viena pagrindinių 2014 metų apžvalgos „Europos užimtumas ir pokyčiai socialinėje srityje“, kurioje buvo analizuojama padėtis po nuosmukio, išvadų.

CONFINTEA VI Follow-up Bulletin No 12 September- December 2015.

Razvojno izobraževalni center (RIC) Novo mesto je vključen v dvoletni projekt TIME@net (financiran s strani EU znotraj programa Erasmus +, K2). Cilj je razviti nov model in inovativne prakse za vključenost mladih z motnjami v duševnem razvoju v življenje in predvsem v delo oz. zaposlitev. Poudarek je na povezovanju s podjetji vse od začetka procesa vključevanja.

The TQAL Consortium have developed a template which was used by students on the last TQAL programme and can now be used by practitioners in Scotland to evidence the processes and impact of adult literacies work. The development was based on an appreciative inquiry model which asks ‘what is working well and how can we help it grow?’

The inquiry is carried out by the practitioner as an interview with a colleague from another area of ALN practice. The resulting dialogue leads to a richer result than would be accomplished by an individual filling in the template on their own.

This teaching idea was developed as a resource for literacies groups who may wish to look at Scottish literature. The resource focuses on six specially selected Scottish Writers - some of whom have strong Edinburgh connections. They are:

This course will help parents and others to learn new skills in creating children’s stories and producing them as a video. As well as developing literacy and numeracy capabilities, the course will also develop ICT skills and encourage learners to work together as a team to achieve their goals.

Developed by James Tate, Falkirk Adult Literacies Team.

The European Handbook for Integration (third edition) states: 'Basic knowledge of the host's society language, history and institutions is indispensable to integration; enabling immigrants to acquire this basic knowledge is essential to successful integration'.