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EPALE - Electronic Platform for Adult Learning in Europe

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| 18 December 2014
| by NIKOLAOS DALVIIGKAS

The importance of a highly skilled workforce has become increasingly relevant in the context of the European Union new strategy for smart, sustainable and inclusive growth - Europe 2020. At the individual level, a good education is increasingly decisive for employment prospects and earnings levels. The skills and competences of the workforce are the product of a large variety of learning activities that take place in diverse institutional contexts.

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| 18 December 2014
| by NIKOLAOS DALVIIGKAS

This publication presents composite indicators on participation in VET which are constructed based on data provided by Eurostat from joint data collection on education (UOE), Continuing Vocational Training Survey (CVTS) and EU Labour Force Survey (LFS). They will be further used to monitoring the developments in vocational education and training across European countries. Indicators on participation in vocational education and training (both initial and continuing) are presented and analysed.

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| 18 December 2014
| by NIKOLAOS DALVIIGKAS

This paper explores the relationship between education and innovation. Specifically, the paper explores the relationship between educational benchmarks indicators and innovation composite indexes. Relationships are relatively weak and differ considerably depending on which countries are taken into account for the analysis. Old Member States (15 Members, before 2004) tend to have stronger correlations between innovation and educational indicators. Lifelong learning seems to be the factor most commonly associated with innovative countries.

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| 18 December 2014
| by NIKOLAOS DALVIIGKAS

This publication analyses participation patterns in lifelong learning in the European countries. It describes the European political context in the field of lifelong learning and discusses the main monitoring issues at the EU level by looking at the EU benchmark set up in this area. Indicators on participation in education and training at various life-time stages are as well presented and analysed in the publication. A composite measure of the overall participation in lifelong learning for European countrie`s is constructed and analysed in the publication.

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| 18 December 2014
| by NIKOLAOS DALVIIGKAS

This report aims at analyzing the determinants of the employability of the individuals targeted by the benchmark. It starts with a short presentation of the benchmark indicator. It then estimates the probability of being employed for the 20-34 years old cohort that graduated one to three years before and is not currently enrolled in any further education or training activity, controlling for individual characteristics and institutional factors.

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| 18 December 2014
| by NIKOLAOS DALVIIGKAS

The European Survey on Language Competences (ESLC) was carried out in 2012 to provide the Commission and the participant countries comparable data - across skills and languages - of foreign language competences of secondary school students. The data collected in the 16 participating educational systems includes the results of language tests according to the Common European Framework of Reference (CEFR) and the results of the different administered questionnaires.

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| 18 December 2014
| by NIKOLAOS DALVIIGKAS

This multilingual glossary defines 130 key terms used in European education and training policy. It also takes into account new priorities of European Union policy, mainly in skills and competence needs analysis. New definitions have been developed with the cooperation of experts from CEDEFOP's research and policy analysis team.

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| 18 December 2014
| by Jodie Crossley

This Guide, by AELP,  pulls together all the various complex strands of policy and process that go to make up the employability and skills offer to unemployed people. It also provides ‘hints and tips’ based on real experience to help learning and skills providers make sense of those strands and consider how they might best respond to the challenges posed by the ongoing changes to the Adult Skills Budget (ASB), Department for Work and Pensions (DWP) and the Education Funding Agency (EFA) programmes.

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| 18 December 2014
| by Jodie Crossley

This report, published by the Department for Business, Innovation and Skills (BIS) presents the findings of an evidence review on the value of learning technology to adult English, Maths learners and those engaged in courses for and English for Speakers of Other Languages (ESOL) or English Language Training (ELT). SQW undertook the review in partnership with the National Research and Development Centre for Adult Literacy and Numeracy (NRDC) at the Institute of Education, and the National Foundation for Educational Research (NFER).

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| 17 December 2014
| by Ajda Turk

 

Belemski akcijski načrt, eden pomembnejših dokumentov v izobraževanju odraslih, je bil sprejet decembra 2009 in velja za obdobje dvanajstih let. Ključna razvojna priporočila obsegajo naslednja področja: pismenost odraslih, politika, upravljanje, financiranje, participacija, vključenost in enakost, kakovost ter monitoring izvajanja Belemskega akcijskega načrta.

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| 12 December 2014
| by Eva ALOS MELCHOR

 

Este informe presenta los principales hallazgos del proyecto de la Agencia: Tecnologías de la Información y la Comunicación para la Inclusión (ICT4I) y utiliza todas las fuentes de la información del proyecto desarrolladas durante sus actividades. El informe trata de identificar los factores fundamentales que potencian el uso efectivo de las tecnologías de la información y comunicación en entornos inclusivos para todos los estudiantes, pero presta especial atención a las personas con necesidades educativas especiales y discapacidad.

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| 12 December 2014
| by Eva ALOS MELCHOR

 

Poročilo predstavlja glavne ugotovitve projekta Agencije za informacijske in komunikacijske tehnologije za inkluzijo (ICT4I) in izhaja iz vseh virov projekta, ki so bili razviti med projektnimi aktivnostmi. Poročilo poskuša identificirati kritične dejavnike, ki podpirajo učinkovito uporabo informacijske in komunikacijske tehnologije (IKT) v inkluzivnih okoljih za vse učence. Posebna pozornost je namenjena učencem s posebnimi potrebami in posebnimi izobraževalnimi potrebami.

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| 12 December 2014
| by Eva ALOS MELCHOR

 

Il presente rapporto presenta i risultati e le conclusioni principali emerse dal progetto dell'Agenzia Europea per i Bisogni Educativi speciali e l’Istruzione Inclusiva (ICT4I) e attinge a tutte le fonti di informazioni sviluppate nel corso delle attività di progetto.

La relazione identifica i fattori critici che sono alla base di un uso efficace delle tecnologie dell'informazione e della comunicazione (TIC) in contesti inclusivi per tutti gli studenti, prestando particolare attenzione agli studenti con disabilità e bisogni educativi speciali.

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| 12 December 2014
| by Eva ALOS MELCHOR

Táto správa predstavuje hlavné zistenia agentúrneho projektu Informačné a komunikačné technológie pre inklúziu (ICT4I) a vychádza zo všetkých zdrojov informácií, ktoré boli vytvorené v rámci aktivít projektu. Správa sa snaží identifikovať rozhodujúce faktory, ktoré tvoria základ pre efektívne využívanie informačných a komunikačných technológií (IKT) v inkluzívnom prostredí  pre všetkých účastníkov vzdelávania so znevýhodnením a osobitnými vzdelávacími potrebami.

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| 11 December 2014
| by Eva ALOS MELCHOR

 

Denne rapporten presenterer de viktigste funnene fra et prosjekt om IKT forinkludering, som er gjennomført i regi av The European Agency for Special Needs and Inclusive Education. Rapporten er et forsøkt på å identifisere kritiske faktorer som styrker effektiv bruk av ikt i inkluderingsarbeidet for alle typer lærende. Den retter spesiell oppmerksomhet på funksjonshemmede og lærende med spesielle behov.

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| 11 December 2014
| by Eva ALOS MELCHOR

 

Rapport met een opsomming van een aantal basisvoorwaarden voor het effectief inzetten van ict middelen voor volwassen leerders. De voorwaarden zijn de belangrijkst uitkomst van het project 'Agency Information and Communication Technology for Inclusion' (ICT4I) en gelden in principe voor alle groepen leerders, maar in het bijzonder voor mensen met een (leer)beperking. Het rapport baseert zich op een grote diversiteit aan bronnen.

 

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| 11 December 2014
| by Jodie Crossley

This research looked at whether skills gained in learning on English and maths courses could be measured, and what factors lead to better outcomes. It also looked at whether learners experienced any economic and social benefits, such as: (1) improved employment opportunities; (2) increases in pay; (3) improvements in wellbeing; and (4) greater involvement in their children's education.

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| 10 December 2014
| by Jodie Crossley

Resource document, produced by The Education and Training Foundation, for prison educators, managers and leaders to help you in your work with offenders. All the resources are arranged by the following themes and mapped to the Professional Standards for teachers and trainers in education and training in England, so you can find resources to support your practice.

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| 9 December 2014
| by Jodie Crossley

The report, Growth Through People, calls for employers to lead the way, working with unions and the government, to ensure the UK has the skilled workforce needed to create better jobs and fight off international competition.

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| 9 December 2014
| by Eva ALOS MELCHOR

 

This report presents the main findings from the Agency Information and Communication Technology for Inclusion (ICT4I) project and draws upon all sources of project information developed during project activities. The report attempts to identify the critical factors that underpin the effective use of information and communication technology (ICT) in inclusive settings for all learners, but pays specific attention to learners with disabilities and special educational needs.

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| 9 December 2014
| by Eva ALOS MELCHOR

 

This document aims to provide a brief synthesis of 28 country reports regarding policies and practices in the area of vocational education and training (VET) in the field of special needs and inclusive education.

It is based on information and data collected through a questionnaire that country experts completed for the Agency project ‘Vocational Education and Training: Policy and Practice in the field of Special Needs Education’ (2009–2013).

 

 

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| 9 December 2014
| by Eva ALOS MELCHOR

 

This is a glossary of key terms in the 22 official languages of the European Agency for Special Needs and Inclusive Education, containing key words and expressions from Agency thematic and project work. This is an updated version of the three previous editions from 2003, 2005 and 2009, prepared by the Agency with the contribution of the Agency Representative Board members, National Co-ordinators and thematic project experts.

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