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EPALE Κοινότητα: Μοιραστείτε τα επιτυχημένα σας έργα της εκπαίδευσης ενηλίκων στον χώρο εργασίας

Ως μέρος της θεματικής μας εστίασης στη μάθηση στον χώρο εργασίας, θα θέλαμε να μάθουμε από εσάς – την κοινότητα της EPALE – όσα γνωρίζετε σχετικά με πιθανά επιτυχημένα έργα, πρωτοβουλίες και προγράμματα.

EPALE Event Workplace Learning.


Ως μέρος της θεματικής μας εστίασης στη μάθηση στον χώρο εργασίας, θα θέλαμε να μάθουμε από εσάς – την κοινότητα της EPALE – όσα γνωρίζετε σχετικά με πιθανά επιτυχημένα έργα, πρωτοβουλίες και προγράμματα. Έχετε συμμετάσχει σε κάποιο επιτυχημένο έργο που είχε στόχο να προάγει ή να βελτιώσει την καινοτομία στη μάθηση στον χώρο της εργασίας; Είναι πιθανό να γνωρίζετε κάποια πρωτοβουλία που είχε στόχο να εκπαιδεύσει εκπαιδευτές και εργοδότες ώστε να παρέχουν μάθηση στο χώρο εργασίας; Σας προσκαλούμε να μοιραστείτε τα παραδείγματα καλών πρακτικών και να μας βοηθήσετε να χτίσουμε μία μοναδική και πολύτιμη πηγή σχετικά με αυτή τη θεματική.

Μοιραστείτε τα επιτυχή αποτελέσματα των έργων σας, παρακάτω στα σχόλια, πριν τις 13 Νοεμβρίου και βοηθείστε την κοινότητα της εκπαίδευσης ενηλίκων στην Ευρώπη να εμπνευστεί! Συντονιστής της θεματικής ενότητας είναι Andrew McCoshan και θα κάνει ζωντανά τον συντονισμό της συζήτησης.

Όλες οι περιπτώσεις που θα αναφερθούν εδώ θα συμπεριληφθούν σε ένα συνοπτικό άρθρο στην πλατφόρμα.


**Τα σχόλια θα είναι ανοιχτά από τις 11 Νοεμβρίου για εκείνους που δεν θα έχουν τη δυνατότητα να συμμετέχουν στις 13 Νοεμβρίου.

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"VET Staff and STudents Development" is a project that focuses on longterm mobiities. One of its flows is planned to move 8 students for three months to Cyprus.
The project started on November 12th and placements has started. Students are excited as they have the opportunity to work in companies abroad enjoying not only the training part of the project but the total way of life abroad. Cyprus is a privileged target country for greek students as it is a place where they can be adopted easily. 
We have planned very promising placements in dynamic and innovative companies in various sectors in Cyprus. We cooperate with big contractors in construction sector that flourishes in Cyprus such A. Eracleous LTD and other smaller companies in other sectors but very willing to aceept students and give them a job offer after the end of the project. One of the goals of this project is to make students get the maximum of the competences they can and receive a job offer after the emd of the project. 
At the mpment we have moved 8 students:
two electrical installation
two Nurse assistant 
two car mechanics
two IT 
we wish that they will doi their best to be adopted well in the cypriot working enbvironment and they will manage to get a promising professional development
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Thanks to this online change of ideas and experience upon past and future projects. I would like to share our experience on longterm mobilities.
The project 2019-1-EL01-KA116-062304 awarded to 1st Epagelmatiko Lykeio Kato Achaias is a very ambitious project that has planned 4 longterm mobilities. Two in Barcelona Spain, for two students of mechanic sector who will work in companies which install refrigiration systems at houses and industries. The other two students of electrical installations students will work in Limassol, Cyprus in big construction projects. These long term mobilities has been planned for over a year before in close cooperation with the companies and the hosting partners in Spain and Cyprus as well, M&M and Shipcon Limassoi LtD respectively. 
The students started their mobilities on November  12th and we wish they will enjoy their participation in the project and they will have a great impact on their personal and professional development.
We wish that the collaboration with dynamic and innovative companies will lead to a total reformation of the participants professional profile and wil offer them opportunities to work in the target countries, Spain and Cyprus. To choose the target countries we took in consideration the labour market condition and the working staff demand. The two countries have intensive labour demand and the students have already received offers to continue work there after the end of the project. 
Longterm mobilities can help participants and hosting companies to know each other to a high level and develop a well documented collaboration. 
We wish that the results of the project will be fine and will meet our expectations offering a good working environment for our students.
We want to take advantage of long term mobilities to create an ecosystem of international job offer for the qualified students of our school.
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A touch late, but I think this might be interesting for some:

The education branch of the German Trade Union Confederation has established an ever growing network of mentors within companies, who support and provide guidance to co-workers who have difficulties with basic skills.

Mentors are fully trained and offered further training to support them in their role.  They act first and foremost as supportive contacts. It is important to break down barriers to talk about difficulties with literacy and numeracy or other basic skills. Once this initial barrier is dissolved, mentors can then guide and sign-post individuals to appropriate courses. In some cases, companies are now offering courses directly for their employees.

The project is supported by the German Federal Ministry for Education and Research as part of the activities of the AlphaDekade (Decade to support literacy and numeracy).

You can find out more about Mento on the Project webpage (German language only):

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The Centre for Vocational Training with the Bulgarian Industrial Association - Union of the Bulgarian Business is training unemployed and employed persons. A good practice, which we are using ever more often and which is increasingly establishing itself is, as follows: We are holding the practical trainings at a specific employer. This method for training is in its essence training through work. The trainees are acquiring a qualification and work habits at concrete workplaces in the enterprise. On the other hand, the employer is able to assess the qualities of the learners, after which if the two parties so wish, to offer them an employment contract in the enterprise. This practice is beneficial to all participants in the process of acquisition of a qualification - a successful training and a possibility for starting work for the trainees, qualified personnel for the employers, a reasonably delivered training for the training institution and reducing unemployment for the society.
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Dear Andrew, I would like to share the results of recent survey of employers in Latvia, maybe this information can be useful:
Employers' Confederation of Latvia in co-operation with the Ministry of Education and Latvia conducted a survey of employers in 2019 about employee learning activities employers organise. 189 respondents answered.
94 % of them confirmed that employee learning is important for them. 36 % of respondents have specially designated funding for employee training in their budget, but majority of employers cover expenses according to the needs. 
Most popular learning methods are learning from experienced colleagues / mentoring  (used by 98 %), participation in courses or seminars (96 %), organising special initial training for new employees (93%) and providing educational materials (93 %). 76 % invite external lectors or trainers. 71 % of respondents often or sometimes offer acquisition of new qualification for their employees. On average, each employer uses at least 7 different methods for educating employees. Most often employers develop professional and specific skills or competencies in their employees (94 and 93%), however, employers also pay attention to development of key competencies: 79% develop digital competencies, 66% - learning to learn competence, 63% - foreign language skills, 59% - entrepreneurship skills, 56% - social and civic competencies.
The main obstacles to provide employee training - inability to combine training with work schedule and excessive costs.
The companies also shared their examples of good practice which demonstrated that employee training does not always have to be very expensive, but motivation and creativity is even more important. To educate employees, employers design internal games (e.g., a game about values of the company or simulation game about different situations with clients), internal TED talks, internal mobility programmes and other exchanges of experience, and even implement learning activities as campaigns, advocating for importance of learning and involving employees in challenging, self-developing activities.
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Teachers in adult education that are (also) involved in language for specific purposes (LSP) (such as language-for-work) teaching interested in free professional development: keep an eye on the launch of the online course (MOOC) early 2020 by the Erasmus_Project CATAPULT (Computer Assisted Training And Platforms to Upskill LSP Teachers)
The training modules of this programme, with a dual focus on LSP didactics and technology integration, aim to equip practising LSP teachers with the necessary professional skills in the digital era. Other interesting facilities that the project is developing include 1) a website offering LSP teachers opportunities to promote their services and be accessible for potential students/customers locally and across Europe and 2) a platform to share their professional experiences, insights, teaching materials and (external) resources.
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Hello all,
my name is Donald Vogli and i am Ambassador of EPALE NSS in Albania. I want to thank you for this discussion because it is really needed.
Strengthening learning through work (WBL), to increase connectivity with the labor market and quality of vocational education and training (VET), in line with the reforms underway in Albania, Kosovo and Macedonia is the main objective of the project with business ”(STB).
This project, run by KulturKontakt Austria in co-operation with the Federal Ministry of Education, Science and Research in Austria, funded by the latter, is being implemented in Albania, Kosovo and Macedonia in co-operation with the ministries and agencies responsible for VET.
The STB project supports the quality and importance of the labor market in vocational education and training through the strengthening of Work-Based Learning as one of the priority reforms in the three countries.
We have had also another project called Apprenticeship schemes for Youth Employ ability in Albania (ERASMUS + project). In this project school met business. Our students went into the business and made their practical. Some of the students in the end of the project were employed from the business.
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That's a great point. I think it depends on the project itself and it's activities. 
With many projects creating tool kits/guides/resources can be a good method. Distributing these, both internally and externally (eg through EPALE's Resource Center) helps not only your own organisation to learn from the project but for external people to gain from your learning too. Equally you can write blogs to share your take away points with others. 
Another possibility it to look at creating a second project to build upon the first project's outcomes/activities. 
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With thematic monitoring activities several Erasmus+ National Agencies support good practice projects to be more visible and the topic work-based learning is all over Europe an important topic.
One article in our brochure deals with sustainablity and tries to answer the question how the persistence of EU project results can be supported (Sabine Tritscher-Archan, ibw - Institute for Research on Qualifications and Training of the Austrian Economy).
Here the direct link on the brochure in german/english:
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The ’Work-based Learning in CVET’ project main aim is to develop in an international cooperation a complex methodology applicable in the CVET (continuing VET) of adults concerning work-based learning, based on Finnish, German and Italian models.

In the context of the cooperation the international partnership developed a complex methodology that is well applicable in each member country of the European Union, it is in line with European Union efforts, and it is worked out according to the quality requirements identified by the EQAVET working group.

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The project called ‘Back to Learning’ will be implemented by the Government Office of Békés County in an international partnership with 8 members. The main objective of the project is that through the learning from each other partner organizations expand their toolkit and methods applied in developing key competences. They share their best practices and operational experiences applied in the field of cooperation system of organizations, the organization of trainings aimed for competence development, curriculum development, the sensitizing of professionals engaged in development and those in a position to improve the situation low-skilled adults, and in further professional trainings. 
As a result of the project, the professional work of the partner organizations can be renewed, the individual and organizational competences developed in the project can contribute to more adults taking part in training courses offering qualifications that meet the needs of the labour market by developing their key competences. 
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Muskuloskeletal disorders show high prevalence in caregivers and are related to the performance of patient handling techniques. 
eUlift-app is an innovative approach to learn patient handling techniques to (future) caregivers. 
The app has an e-book with all evidence-based information: anatomy and function, general ergonomics, biomechanics, general causes of back pain, pathology and dysfunction, pain education, postures, natural movements and care tasks. The book serves as an theoretical framework and is used in education. 
The app guides you to assess a patients mobility with the valid Banner Mobility Assessment Tool and helps you choose a patient handling technique. 
Several 3D animations present basic postures and  movements where you can have a close look in how to perform. You can rewind the animation, have a closer look to the position of the foot and practice along. 
Several basic caretasks have been animated per patients mobility. 
Our app is illustrated with 3D avatars: Nina (caregiver) and Jacob (patient).
Fully accessible in English, Dutch, Spanish, Hongarian and soon in French through our website: or in the Android and Apple stores  -   For Free. 
The project Eulift was funded with Eramus+ KA2. 
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Ask to motivate, ask to engage, ask to achieve, ask to succeed, ask yourself! 
If you are willing to achieve your learning goals than use our coachbot Anna and she will help you to create your individual learning plan and help to curate necessary content from major online course providers.
We are still developing our MVP and if you are willing to get a test drive, please write us:
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As far as work-based learning is concerned with regards to Apprenticeship, the Department of Secondary Technical and Vocational Education has linked the programmes offered by the Apprenticeship Scheme with the programmes offered by the Evening Schools of Technical and Vocational Education, which operate as second chance schools. The graduates of the Apprenticeship Scheme are entitled to attend the Evening Schools of Technical and Vocational Education with part of their education and training (prior learning) acquired in the context of the Apprenticeship Scheme being recognized and transferred. As a result, they are given the opportunity to complete upper secondary education in one or two years.
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That's very interesting, Maria. What kind of age is someone who leaves the Apprenticeship Scheme and takes up the TVET opportunity?
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Work-based learning has represented a real challenge for the project PRODOME (PROfessionalising DOMestic housekeepers in Europe,a SSA Erasmus+ project recently finished, in October 2019).
Domestic housekeepers work at the private household of their employers. Unlike a company, where training activities are routine, households are not used to train a trainee. In addition, this special workplace has additional requirements in terms of privacy and its inviolability is recognised in several EU member states.
The solutions adopted for the work-based learning planned in the training programme developed by this project are different according to the context of each country. In Italy, after a contact with the relevant legal authorities, internship within a family was authorised and a few families welcomed several students. In Spain, other solutions where prioritised, such as similar workplaces: laundries, professional kitchens, schools and retirement homes.
In case other countries will be interested to test PRODOME training, adjustments will be required to meet the legal and socio-economic conditions, so new opportunities and solutions could be identified.
For more information, do not hesitate to visit the project website and download the deliverables, such as the training kit:
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Thanks Gloria for highlighting the challenge of some workplaces for learning, which is a particular issue in some sectors and some occupations. Others I can think of are construction and cleaning. There must be many others. Then there's the problem of all those new jobs developing in the 'gig' economy 
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The National Agency at BIBB has published a booklet with 10 good practice projects from Erasmus + Strategic Partnerships Vocational Training. Work-based learning is playing a particularly important role in  Strategic Partnerships. The main emphasis here is on finding innovative approaches and procedures to promote this method. This brochure provides an overview of good practice examples. It looks at the cooperation that takes place within the field of company-based training between vocational schools, companies, institutes of higher education and the social partners as well as addressing the topics of future skills requirements and the integration of entrepreneurial thinking into curricula. Other examples illustrate the necessity of supporting companies in the creation of training places, improving the quality of vocational guidance and enhancing the qualification of VET staff. 
The brochure is bilingual in German and English. 
Have a quick view on the content: 
Work-based Learning European cooperation in educational programmes 
Good Practice 
• Promoting talent – strengthening the entrepreneurial spirit amongst young people 
• Painting Skills – transparent vocational qualifications for painting companies in the craft trades sector 
• Focus on practice – training for the modern world of work 
• The Hamburg Model – support for disadvantaged young people 
• Level up! – strengthening training for trainers in Europe 
• Soufflearning – individual in-house training for companies 
• StartApp – successfully finding trainees and retaining them as skilled workers 
• TrainCom – practice related training as a challenge for Europe 
• In demand – learning at the transition from school to working life 
• Experience meets innovation– how the young and old can achieve success together 
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I love the case studies and best practice examples in the booklet. They are very useful for developing further ideas.
If you would like to learn more about the method of Soufflearning, there is a great blog (German language only) about the method: 
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Hallo! Great to be with you. We are non profit organization working in the field of prevention and treatment of drug and othe addictions. Besides other networks, we are also members of And thanks to funding via Erasmus+ we are sending our professionals out all over the europe to our partners. They spend one week learning how addiction is approached in different countries. 
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The ECEtt (European Companionship in Education, Training by Travelling) is a network based on the model of the Journeymen: training through travel, exchanges with peers and building together a repository of good practices.E Each trainee chooses and observes one specific approach, technique or system and they describe it in the form of Good Practice. You can find more information on
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The project Campus Basisbildung offers contents especially for individuals, who have very low literacy and maths skill. Five Austrian associations (Kunstlabor uniT Graz, VHS Floridsdorf Wien, Isop Graz, BILL Linz, Agenda Salzburg) are therefore developing a modular and competence-oriented model in which different contents are offered in six different modules. In Blended Learning mode 60 presence and self-acting e-learning units shall make it possible to eliminate individual difficulties the participants have. Kunstlabor uniT is therefore working on a module for nursing staff focusing nursing documentation. In the work with the participants, in a first step there will be worked on the learning goals for the module, focusing the needs and challenges of the participants in daily working life. In a second step, the participants can choose how they want to learn (different methods, in the course – at home, in groups – alone, …), what they want to learn (different offers, exercises) and in which intensity. Very important for basic education in general and in particular for this project is, that participants learn how to learn. Taking responsibility for learning means acknowledging that both, learner and lecturer, are responsible for the learning outcomes. The realization of the different modules will start in early 2020. Further Information about the ongoing project:…
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I really like the fact that your project builds a sense of responsibility in students. Asking the students to clarify the purpose for their learning and even build a road map to getting there must help them understand their role in the learning process! (University of Latvia Master's Student, Educational Sciences)
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The #PAT4YOUNG project, which started in January 2018 and is ongoing, is a reverse-mentoring programme designed and realized by Fondazione Demarchi (Trento, Italy) in collaboration with the PA of the Autonomous Province of Trento (PAT). It aims at the exchange of skills between senior and junior public sector employees, in particular concerning the issues of digitalization and the transmission of organizational culture. Moreover, the project's innovative format addresses generational diversity in the organizational reality of the PAT through the creation of a model that is replicable in other organizations.   
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How do the more senior employees respond to being "mentored" by their less experienced peers? This project sounds like a really interesting way to change the culture of a large organization! It sounds like the effort falls along the lines of strategies suggested by business researcher John Kotter.  I'll be interested to follow the progress and see what long-term changes result. (University of Latvia Master's Student, Educational Sciences)
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 further to the collection of projects by the Network of work-based learning and apprenticeship recommended by Ida Karner I’d like to add four other good online sources on WBL/apprenticeships. 
1. The apprenticeship toolbox started as an Erasmus project by the national VET authorities from Austria, Denmark, Germany, Luxemburg and Switzerland. It offers an easy to navigate platform where you find detailed information about the countries’ apprenticeship systems in a comparative way. 
2. The national agencies responsible for international development aid of Austria, Germany, Liechtenstein and Switzerland founded the so-called Donor Committee for dual Vocational Education and Training – DC dVET. They have published a series of very good guiding documents on how to build up apprenticeships and also maintain a database with reference documents 
3. The International Network on Innovative Apprenticeship, short INAP, is an association of researchers which since 2006 holds a bi-annual international conference and publishes its conference proceedings in a book series. The last one was in March this year and the book is already out. 
4. And last but not least Cedefop’s database on apprenticeships. 
It’s all easy to google with the key word/titles provided above.
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Thematic monitoring by the Erasmus+ Education National Agency in Austria
The development and improvement of personal and professional skills are a central goal of the Erasmus+ programme. Training and continuing education create opportunities to encourage learning in the immediate work environment. The Erasmus+ programme provides the framework for developing and implementing innovative projects at a European level.
In the ‘Work-based Learning & Apprenticeships’ network, 29 European educational agencies selected ten Austrian projects on the topic of “work-based learning” from over 350 projects from around Europe. The innovative capacity of the education institutions in Austria is reflected in the results presented in a brochure.
What do technically oriented companies look for when selecting potential future employees (soft skills, technical interest, good grades)? How does digital learning work in the workplace with the support of videos? Which methods are used by education and career counselors in their everyday context and are still continued to be used? Such and similar questions were considered in the selection of best practice projects by the 29 National Agencies.
The brochure has already been published on EPALE.
Further information on the initial Work-based Learning Netzwork:
Work-based learning TOOLKIT: ≥
Projektwebseite Thematisches Netzwerk Work-based learning & Apprenticeships: ≥
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Good morning! 
Within the framework of our public funding by the state of berlin, we are currently making good experiences with the "social blended learning" approach. This involves looking for a question, problem or challenge in the context of one's own work and solving it together with others (including people from outside the company) with the help of social software. In a way, a "Learning Out Loud" across company boundaries. 
We work with trainees, i.e. a rather young target group, as well as with employees or managers. The results have so far been very positive, regardless of the target group. 
Here you can find a short video about one of the projects: (subtitles can now be generated automatically in almost any language on youtube under Settings)
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Sounds like a great concept, Maximilian.  Have you seen the posts related to digital learning currently on EPALE? 
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If you are searching for new methods on how to co.desing activies with involving different groups of interest the following Erasmus+ project would be a treasure for ideas:
CO.Create 2016- CO.Design education and training for creative professionals
All developed results of the project coordinated by "Creative.Region Linz & Upper Austria" are published in the Erasmus+ Projects and Results Plattform.
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I love the emphasis on practical skills and the involvement of employers as stakeholders in the process of education. The skills covered in the video seem like they would be applicable to most (if not all) workplaces. (University of Latvia Master's Student, Educational Sciences)
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As a part of the Erasmus+ project entitled "Le@rn to Te@ch" two teachers from my school - IV Liceum Ogólnokształcące im. Mikołaja Kopernika in Rybnik went from 14th to 25th October to the Sicilian school in Bronte, located at the foot of Mount Etna. In the presence of teachers from our partner school, they conducted lessons related to the topic of cultural heritage. While working there, they shared their knowledge, but also, which was extremely valuable, they obtained a lot of information from local students and teachers about the cultural heritage of Italy. Sicilian youth watched the presentation about the cultural heritage of Poland with great interest. Particularly, they were interested in the objects from the UNESCO list - the city of Krakow, the salt mine in Wieliczka, the bison reserve in Białowieża, the Auschwitz-Birkenau camp. Several students were in Poland so they were happy to share their impressions from their stay. Conducting lessons at a foreign school gave them the opportunity to improve language skills and, above all, to practice English. They also had the chance to observe the daily lives of local students and teachers. The time spent there gave them the opportunity to take a different look at the functioning of our school and the Polish educational system. They came back richer with new experiences. The trip was an opportunity to check and improve their own competences - not only language ones but also social ones. They can adopt to new situations and can be more open to any educational backgroud. They made new contacts, exchanged experiences with teachers from the school in Bronte, broadened their horizons, tasted foreign culture and visited many beautiful places. With full conviction, they will promote the idea of collaborative learning among students and teachers.
I hope I will come back here with some learning scenarios and our eTwinning page soon. Maybe there will be a chance to share them with ePale community. 
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Many thanks, Agnieszka, good to have a concrete example of the value of staff mobility today - and a reminder that it helps to develop those transversal/social competences as much as the technical ones!
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Andrew (Moderator)    

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Good morning! 
I would like to add a new dimension to our on-line discussion, namely, topic on the workplace learning in the public administration. The topic has been already in the Agenda of several countries in the world since early 1990’s. And recently workplace learning in the public administration organisations has become topical also in the Agenda of the international organisations as the EU and the OECD. 
Currently as a student of the University of Latvia I am working on the Master Thesis on workplace learning in Latvian public administration. Results are on the way and I do hope that during the next online conversation on similar topic I will be able to share some of them. 
Meanwhile, I would like to share my personal experience as public official. This year I have had a wonderful opportunity to participate in the training courses and several conferences organised by the Latvian School of Public Administration aimed to strengthen competencies of adult educators in the public sector. The training courses and conferences were organised in the framework of the ERASMUS+ project “Strength Empowers Teachers’ Competences in Adult Education” (2017-1-HR01-KA204-035390) and the ERASMUS+ project “Training Educators Training Course” (2017-1-LV01-KA204-035473). 
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Thanks, Dace, for highlighting the opportunity for public administrations to set an example for others to follow :-) When I worked for a local municipality, everyone had the chance to go on a 'defensive driving' course - part of the municipality's policy of improving local road safety, which was great lateral thinking too!
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Andrew (Moderator)    

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The future teacher 3.0 as a bridge to accessible and customized adult education" is an Erasmus+ project with coordination in Belgium. Projectnumber: 2016-1-BE02-KA204-017362 
The partners are:
Toll-net (Belgium) - coordinator
12Change (The Netherlands)
Learning Apps (United Kingdom)
Norsk Nettskole (Norway)
During the project we worked on 4 main products (outputs):  
  • Digital Thermometer 
  • Digital Compass 
  • Digital Journey 
  • Sharing, Reusing and Repurposing 
We developed a measurement tool "The Digital Thermometer”, this thermometer provides the user an indication on how their compentences are at the start and how they have improved after following the online modules. Based on their Digital Thermometer the users (teacher) receive a Digital Compass. Depending on their results, this can be a program for beginners or also adjusted modules for the more advanced users. They get access to a range of mandatory and a range of optional modules and nano-lessons in 3 languages. 
Digital thermometer:  This is a questionnaire that consists of a limited number of questions regarding IT policy and vision, the use of tools and digital learning resources. The questions are based on the European framework DigCompEdu. The questionnaire assesses the already acquired competences of the lecturer. The questionnaire (intake test) can be completed by the individual teacher or by a total teaching staff. The questionnaire can be used within all educational levels.
The compass is a schematic representation of the already acquired competencies in the picture and an overview of the competencies that can still be worked on. On the basis of the results from the digital thermometer, the lecturer or the teaching staff will receive an individual learning path of online modules to be followed, face to face moments, training courses, ... the teacher will be taken on by hand as it were.
Digital Journeys (online e-modules) We developed an OER (pen Educational Resources) which can easily be re-purposed and re-shared rather than just shared for consumption. Concrete this means that we developed: 19 modules for beginners level, 19 for intermediate, 19 advanced users. We developed the modules in two systems. Every month we organized a 1-hour webinar on a theme from DigCompEdu and our online modules. Until now the webinars have been viewed almost 40,000 times.
Share and reuse Finally, within the project, attention will also be paid to the sharing and reuse of existing materials by teachers. Learning takes place by discovering, sharing and developing knowledge. We take a big step forward when teachers use the same principles and discover, share and develop with colleagues across Europe. Our students can only benefit from this.
More information and the 4 outputs can be found in English, Dutch, Flemish and Norwegian:
 To go through the outputs you have to register.
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