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EPALE - Electronic Platform for Adult Learning in Europe

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| 2 December 2020
| by Cristiana Popescu

Material realizat in urma unei activitati desfasurate online pe 26.11.2020 in cadrul unei colaborari dintre Liceul „TRAIAN VUIA” Craiova si Asociația DOMINOU in care elevii scolii nostre s-au intalnit cu voluntari din: Spania, Portugalia, Polonia, Franta, Bulgaria, Republica Moldova si Romania. Voluntarii activeaza in cadrul proiectului #UpToYouth al organizatiei Dominou.

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| 2 December 2020
| by Piotr Maczuga

W ramach projektu “Biblioteka online – program szkoleniowy”, w czasie Nocy Bibliotek odbyła się Noc Webinariów, którą zrealizowała FRSI wraz ze Stowarzyszeniem LABiB. Pozostały po niej nagrania webinariów i tutoriali.

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| 2 December 2020
| by Ilze Onzule
Arvien pieaugošas prasības pēc jaunām prasmēm, ekonomiskās, demogrāfiskās un tehnoloģiskās pārmaiņas rada nepieciešamību pieaugušajiem turpināt mācīties. Pēc sākotnējās izglītības ieguves mācīšanās bieži vien turpinās darba vietā. Tādēļ ir būtiski meklēt atbildes uz jautājumiem, kā darba vietas var padarīt par draudzīgu vidi mācīšanās procesa norisei? Kā nodrošināt, lai katrs nodarbinātais attīstītu prasmes un kompetences, kas noderēs viņa vai viņas karjeras izaugsmei un uzņēmuma konkurētspējai? Kā valsts var labāk atbalstīt darba devējus un darba ņēmējus, lai veicinātu pieaugušo izglītību?

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| 1 December 2020
| by Susanne Witt
Die Toolbox bietet Anregungen zur Kommunikation und Austausch mit Gruppen wie zum Beispiel Familie oder Nachbarn. Die Toolbox bietet Anregungen zur Kommunikation und Austausch mit Gruppen wie zum Beispiel Familie oder Nachbarn.

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| 1 December 2020
| by Martina Pervan

Nabava dugotrajne nefinancijske imovine u računovodstvu neprofitnih organizacija  knjiži se zaduženjem odgovarajućeg računa dugotrajne imovine u razredu 0 – Nefinancijska imovina i u načelu odobrenjem odjeljka 2424 - Obveze prema dobavljačima u zemlji, odnosno 2425 - Obveze prema dobavljačima u inozemstvu. Pri tome nije bitno je li račun plaćen.

Cijeli tekst pod nazivom " Nabava dugotrajne imovine u ustanovama za obrazovanje odraslih i neprofitnih organizacija koje se bave edukacijom" možete pročitati na poveznici za resurs.

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| 1 December 2020
| by Martina Pervan

Neovisno o tome što se na temelju zakonskih ograničenja uporaba gotova novca nastoji smanjiti, neprofitne organizacije u pravilu često posluju s gotovinom. To znači da su neprofitne organizacije obvezne, ovisno o djelatnosti i ustroju računovodstva, ustrojiti i voditi blagajničko poslovanje na način propisan odredbama Zakonom o financijskom poslovanju i računovodstvu neprofitnih  (Nar. nov., br. 121/14., dalje: Zakon)   Navedenim Zakonom propisano je vođenje knjige (dnevnika) blagajne.

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| 1 December 2020
| by Martina Pervan

Imovina jesu resursi koje neprofitna pravna osoba kontrolira kao rezultat prošlih događaja i od kojih u budućnosti u obavljanju djelatnosti očekuje koristi. Poznavanje propisanog razvrstavanja imovine bitno je zbog ispravnog iskazivanja imovine, a povezano s tim i njezina ispravnog bilanciranja.

Cijeli tekst pod nazivom "Dugotrajna imovina u ustanovama za obrazovanje odraslih i neprofitnih organizacija koje se bave edukacijom" možete pročitati na poveznici za resurs.

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| 1 December 2020
| by Martina Pervan

U skladu s Pravilnikom o neprofitnom računovodstvu i računskom planu  propisan je način priznavanja donacija povezanih s nefinancijskom imovinom koja se amortizira. Donacije koje su povezane s nefinancijskom imovinom koja se amortizira priznaju se u bilanci sučeljavanjem s rashodima amortizacije.

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| 1 December 2020
| by Martina Pervan

Veću zapošljivost azilanata te njihovu potpunu integraciju u hrvatsko društvo omogućit će dvogodišnji projekt 'Edukacijom do bolje integracije azilanata' kojeg Europska unija financira s gotovo 1,46 milijuna kuna.

Projekt od listopada 2019. provodi Obrtničko učilište zajedno s Isusovačkom službom za izbjeglice te Udrugom Inicijativa - Centar za kulturu kao prijaviteljem.

Cijeli tekst pod nazivom "Obrtničko učilište azilante priprema za integraciju u hrvatsko društvo" pročitajte na poveznici za resurs.

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| 1 December 2020
| by Florence DELSEN...
Erasmus + CORAL project is developed by 9 partner organizations (public and private) coming from 8 countries. They are combining their expertise in innovative didactics and their competence in the field of adult education. CORAL partners are adult education providers, private employment services, public bodies in adult-education field, University, Chamber of Commerce, foundation, EU-wide networks. In order to up-skill unemployed adults, CORAL will produce a set of 3 tools to assess, transfer and recognize entrepreneurial skills. These tools are firstly dedicated to long term unemployed adults, secondly to professional counsellors and adult educators, as well as all other professional profiles involved in support activities for adult job seekers.

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| 1 December 2020
| by RAÚL TOLOSA GONZÁLEZ
La Asociación “Algas del Estrecho”, formada por las alumnas de la Sección de Educación Permanente de Tarifa, centro adscrito al CEPER Al-Yazirat de Algeciras, se formó durante el curso 2010/11 a partir del Plan Educativo de Fomento de la Cultura Emprendedora y del Espíritu Empresarial en su modalidad “Creando empresa”.

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| 1 December 2020
| by NSS EPALE Nederland

Welke lessen kunnen we trekken uit de bestaande initiatieven voor Leven Lang Ontwikkelen (LLO) en van werk (en werkloosheid) naar werk en wat is nodig voor opschaling hiervan in de crisis- en herstart fase. Dit is de centrale vraag in deze publicatie die is opgesteld door de Denktank Coronacrisis, geïnitieerd door de SER.

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| 1 December 2020
| by NSS UK

The COVID-19 pandemic outbreak and the ensuing economic uncertainty caused interruptions to apprenticeship training. This is putting the future of apprenticeships at risk just at the time when they will be most needed to protect employment and sustain the recovery. The purpose of this short briefing note is to present and discuss available evidence on the impact of the COVID-19 crisis in the United Kingdom on present and future apprenticeship provision as well as to set out a framework for policy interventions.

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| 30 November 2020
| by Ilze Onzule

2020. gada 24. novembrī notika tiešsaistes EPALE Latgales reģionālais seminārs „Izglītības vērtība: no idejas līdz realizācijai” pieaugušo izglītotājiem, pašvaldību darbiniekiem, NVO aktīvistiem un citiem interesentiem – „Izglītības vērtība: no idejas līdz realizācijai”. Resursā ir pieejami notikušā semināra materiāli.

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| 30 November 2020
| by Ilze Onzule

Veselības centra Vivendi psihoterapeits un psihosomatikas ārsts dr. Tarass Ivaščenko skaidro, kāpēc nespējam atpazīt savas emocijas un citiem cilvēkiem rādām pavisam greizu savas iekšējās pasaules spogulī.

Greta Bacevičiūtė

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| 30 November 2020
| by EPALE Moderator

Following the announcement of the lockdown in Lithuania, international project activities (such as the Erasmus + project - “Cultural Heritage for the Future: Discover, Share and Learn”) were cancelled including the final meeting of the partners, international trainings, and an international conference. The team of Vilnius County Adomas Mickevičius Public Library had to evaluate and decide which events could be moved and organised online, and which had to be postponed until further notice. We stayed in contact with library partners abroad remotely.

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| 30 November 2020
| by Peter Maľa
Správa vychádza zo štvrtého Európskeho prieskumu podnikov, ktorý realizovalo Európske stredisko pre rozvoj odborného vzdelávania - Cedefop a Európska nadácia pre zlepšovanie životných a pracovných podmienok - Eurofound. Zozbierali v ňom údaje o postupoch na pracoviskách v súvislosti s organizáciou práce, personálnym riadením, využívaním zručností, stratégiami v oblasti zručností, digitalizáciou, priamou participáciou zamestnancov a sociálnym dialógom z viac než 20 000 podnikov z celej Európy.

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| 30 November 2020
| by Esra Telli

The connection between education and wellbeing is presented as a general argument for the participation of older adults in education, but is this reason why older adults themselves choose to engage in education activities? This paper combines the results from two previous empirical studies and addresses how older adults account for their participation in education activities. The first empirical data set comprises a survey completed by 232 Swedish pensioners. The second empirical data set comprises stories by 53 Swedish pensioners about their participation at Senior University.

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