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'.

Counting on a Greener Scotland (COGS) is a learning pack that aims to provide opportunities for learners to develop their knowledge, skills and understanding of numeracy, in the particular contexts of weather, climate change and energy. The pack offers a range of numeracy related learning activities and pointers to further, external resources to enable learners to consolidate and broaden their existing knowledge and understanding, and apply skills these in ways that will help them improve key areas of their lives.

This website is the result of an Australian project to create an e-learning resource for infection control in aged care home laundries. The e-learning resource targets users with low levels of numeracy and literacy as well as non English speaking users. The resource demonstrates how to correctly control germs, highlighting the common dangers faced when handling infectious linen.

This WebQuest helps learners compare the cost of renting and buying a house or flat. It includes information on how to work out what size of mortgage the learner can afford, and checking online for possible accommodation to rent or buy.

Updated October 2012

The current paper focuses on possibly one of the most challenging aspects of the issues of linguistic integration of immigrants, i.e., literacy acquisition by “low-literate” adult immigrants in a “multilingual” environment such as Luxembourg. It documents Luxembourg’s current state of literacy education policies and practices with regard to low-literate adult L2 learners. Also, it contains a participatory observation on a French literacy course in Luxembourg in order to look into the actual implementation and effectiveness of such courses in more detail.

Problems with auditory processing can cause difficulties with the interpretation and comprehension of sound and, because auditory discrimination is necessary to relate speech to the written word, can, in turn, contribute to reading and writing difficulties. This Learning Connections factsheet was prepared in collaboration with a speech and language specialist.

Developed by Don Mackie, Learning Connections

This paper focuses on the perspectives and practical needs of a group of adult immigrants from language backgrounds other than English as they encounter the pragmatic demands of communicating in the workplace and in the community. Drawing on a subset of data from a large-scale longitudinal study of recent adult immigrants with low levels of English, the paper explores what they notice about the pragmatics of communication in Australia and the sociopragmatic and pragmalinguistic skills they need to ‘fit in’ and function successfully through English.

Parents’ level of education still greatly influences that of their children: individuals are 4.5 times more likely to attend higher education if one of their parents has a higher education degree than if both their parents have below upper secondary education. Inequalities in higher education reflect to a great extent what happened earlier in an educational career. Upper secondary students from disadvantaged backgrounds are less likely to perform well in PISA assessments, less likely to complete upper secondary education and less likely even to aspire to attend higher education.