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EPALE

Ηλεκτρονική Πλατφόρμα για την Εκπαίδευση Ενηλίκων στην Ευρώπη

 
 

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The Department of Adult and Community Education at National University of Ireland (NUI), Maynooth, is celebrating 40 years. Since 1975, the Department of Adult and Community Education has been at the forefront of development in adult educational practices, research, and innovation.

Πέμπτη 9 Ιούλιος 2015, Belgium

Policy Debate “Validation of learning outcomes: opportunities and threats for non-formal education”

The aim of this policy debate is to give an insight into the impact of EU and national policy developments around the recognition and validation of non-formal and informal learning, and the progress made in the establishment of validation arrangements at national level. There will be a particular focus on the recognition of competences gained through volunteering. There will be a presentation of initiatives run by civil society organisations in youth work and adult education.

The establishment of systems for the recognition and validation of all forms of learning has
become one of the central themes in all sectors of education and training. This evolution
reflects various societal changes, in particular the shift from the 'job for life' culture to the
expectation of a succession of jobs throughout a career, often in different occupational areas.
It is also closely related to the need for all active citizens who wish to secure their employment

The participation rate in adult learning is the fourth highest in Finland. In 2012, approximately half of the population aged between 18 and 64, participated in adult education in 2012. The participation rate is habitually 10% higher for women since the 1980s. What kind of adult education system can secure these high participation rates? The answer could be simple, says Dr Eila Heikkilä

Estonian Minister of Education and Research Jürgen Ligi and Chinese Vice Minister of Education Li Weihong signed an agreement on mutual recognition of higher education qualifications, promoting cooperation and student exchanges between higher education institutions in Estonia and China.

Actualizarea din 2014 a Inventarului european ofera o privire de ansamblu asupra contextul actual de desfasurare a validarii invatarii nonformale si informale din 33 de state europene, monitorizeaza noutatile din domeniu, furnizeaza exemple de bune practici li analize tematice ale provocarile cheie legate de dezvoltarea si implementarea politicilor de validare.

Rezultatele Inventarului din 2014 sunt:

- un raport de sinteza;

 

Бих искал да представя едно критично наблюдение относно разликата между формално, неформално и самостоятелно учене. Това се отнася не толкова до самата разлика (която между другото е спорна), а по-скоро до тенденцията да се вкарва в рамки и да се дефинира наученото.

30 Μάρτιος 2015
από Georgi Ninov
(bg)
5 Σχόλια

Európsky kvalifikačný rámec pre celoživotné vzdelávanie (EKR) je spoločný európsky referenčný systém, ktorý spája národné kvalifikačné systémy rôznych krajín, pričom funguje ako akási prekladová pomôcka napomáhajúca, aby boli kvalifikácie prehľadnejšie a zrozumiteľnejšie naprieč rôznymi krajinami a systémami v Európe. Má dva hlavné ciele: podporovať mobilitu občanov medzi krajinami a uľahčovať ich celoživotné vzdelávanie.

Slovník EQF/EKR obsahuje terminológiu vo vzťahu k Európskemu kvalifikačnému rámcu (European Qualifications Framework - EQF) a predstavuje orientačnú príručku v pojmoch s anglickým ekvivalentom výrazov, ktoré sa vo vysokej frekvencii používajú pri porozumení a preklade dokumentov a textov opisujúcich Európsky kvalifikačný rámec.

Autoritatea Nationala pentru Calificari - ANC este institutia care coordoneaza la nivel national activitatea de evaluare si certificare a competentelor profesionale obtinute pe alte cai decat cele formale. In temeiul articolului 342 din Legea educatiei nationale nr. 1/2011,  modificata si completata prin  Ordonanta de Urgenta nr.

This book gives an account of the research efforts deployed at the independent evaluation of NOI. The New Opportunities Initiative (NOI) is one of the largest governmental programmes in recent decades to massively upgrade qualifications acquired. It demonstrates among others that recognition of non-formal and informal learning is crucial in order to improve competences needed in our societies today. Written on empirical evidence, this publication encompasses seven papers which were submitted to an extensive peer review procedure inspired by best practices in academic refereeing.

The 2014 update of the Inventory aims to provide an overview of the state-of-play across 33 European countries, to monitor developments in this field, provide examples of good practices and thematic analysis of key issues relating to the design and implementation of validation initiatives.
 
The outcomes of the 2014 Inventory are:
  • A synthesis report;
  • 36 country reports, covering 33 European countries, and corresponding country fiches, - two fiches were produced for each country, one mapping the situation in 2010 and one in 2014
The 2014 update of the Inventory aims to provide an overview of the state-of-play across 33 European countries, to monitor developments in this field, provide examples of good practices and thematic analysis of key issues relating to the design and implementation of validation initiatives.
 
The outcomes of the 2014 Inventory are:
  • A synthesis report;
  • 36 country reports, covering 33 European countries, and corresponding country fiches, - two fiches were produced for each country, one mapping the situation in 2010 and one in 2014
The 2014 update of the Inventory aims to provide an overview of the state-of-play across 33 European countries, to monitor developments in this field, provide examples of good practices and thematic analysis of key issues relating to the design and implementation of validation initiatives.
 
The outcomes of the 2014 Inventory are:
  • A synthesis report;
  • 36 country reports, covering 33 European countries, and corresponding country fiches, - two fiches were produced for each country, one mapping the situation in 2010 and one in 2014
The 2014 update of the Inventory aims to provide an overview of the state-of-play across 33 European countries, to monitor developments in this field, provide examples of good practices and thematic analysis of key issues relating to the design and implementation of validation initiatives.
 
The outcomes of the 2014 Inventory are:
  • A synthesis report;
  • 36 country reports, covering 33 European countries, and corresponding country fiches, - two fiches were produced for each count
The 2014 update of the Inventory aims to provide an overview of the state-of-play across 33 European countries, to monitor developments in this field, provide examples of good practices and thematic analysis of key issues relating to the design and implementation of validation initiatives.
 
The outcomes of the 2014 Inventory are:
  • A synthesis report;
  • 36 country reports, covering 33 European countries, and corresponding
The 2014 update of the Inventory aims to provide an overview of the state-of-play across 33 European countries, to monitor developments in this field, provide examples of good practices and thematic analysis of key issues relating to the design and implementation of validation initiatives.
 
The outcomes of the 2014 Inventory are:
  • A synthesis report;
  • 36 country reports, covering 33 European countries, and corresponding country fiches,

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