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EPALE - Electronic Platform for Adult Learning in Europe

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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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| 9 December 2014
| by Eva ALOS MELCHOR

 

In November 2013, the European Agency for Special Needs and Inclusive Education (the Agency) organised an International Conference which facilitated an open debate on inclusive education. The debate involved all relevant stakeholders: decision-makers, researchers and practitioners, as well as people with disabilities and their families.

This document presents the five relevant messages presented by the Agency and debated in groups during the conference.

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| 9 December 2014
| by Eva ALOS MELCHOR

 

This guide is aimed at policy-makers, though practitioners and researchers may also find it useful. It builds on existing work by the European Lifelong Guidance Policy Network (ELGPN), including the Quality Assurance and Evidence (QAE) Framework which provides an approach for policy-makers to address quality assurance and evidence-based policy and system development. The guide synthesises the existing evidence on the impact of lifelong guidance and suggests how policy-makers might want to make use of this evidence and contribute to its development.

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| 9 December 2014
| by Eva ALOS MELCHOR

 

A powerpoint presentation on the Prisoner Peer Support Program by the South Australian Department for Correctional Services.

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| 9 December 2014
| by Eva ALOS MELCHOR

 

This report presents a focused comparative analysis of national responses to the Europe 2020 priorities in the field of education and training. It concentrates on recent and forthcoming national reforms across several thematic areas that have a direct relevance to the Europe 2020 strategy: early school leaving, higher education, youth employment and vocational education and training and lifelong learning.

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| 9 December 2014
| by Eva ALOS MELCHOR

 

This feasibility report contains a set of draft proposals for 'scoreboard indicators' focusing on conditions supporting learner mobility in higher education. Following up on a 2011 Council Recommendation through which Member States committed to promoting and removing obstacles to learner mobility, it aims to set a framework for monitoring progress. The report covers topics ranging from information and guidance to language preparation, portability of financial support, recognition and support to disadvantaged learners.

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| 9 December 2014
| by Eva ALOS MELCHOR

 

Key Data on Education in Europe 2012 is a Eurydice flagship publication tracing the main developments of European education systems over the last decade. The report combines statistical data with qualitative information to describe the organisation, management and functioning of 37 European education systems from pre-primary to higher education.

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| 9 December 2014
| by Eva ALOS MELCHOR

 

Key Data on Teaching Languages at School in Europe 2012 contains 61 indicators and qualitative information describing the context and organisation of foreign language teaching, student participation levels as well as the initial and continuing education of foreign language teachers.

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| 9 December 2014
| by Eva ALOS MELCHOR

 

Eurydice has produced the National Sheets on Education Budgets in Europe – 2014, which provide the most recent data on planned education expenditure in European countries. National education budgets are presented by type of expenditure and level of education. The publication makes it possible to identify changes in education budgets between 2013 and 2014. Moreover, the national sheets address the reasons for changes in the budgets.

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| 9 December 2014
| by Eva ALOS MELCHOR

 

The report reviews national policies and strategies for reforming the citizenship curricula. It also focuses on measures to encourage 'learning by doing', which is a critical element in an area of learning that requires practical skills.

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| 9 December 2014
| by Eva ALOS MELCHOR

 

This study shows that learning can support labour market transitions of adult workers by increasing their adaptability to a changing environment. The study offers a colourful mosaic of life and career patterns, and intends to increase awareness of the importance of the various policies – guidance, counselling, and participation in education and training – that can effectively support adults in making better career decisions.

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| 9 December 2014
| by Eva ALOS MELCHOR

European qualifications framework (EQF) levels reveal what a learner knows, understands and can do at the end of a learning experience. EQF level 5 qualifications appeal to learners as they open up prospects on several fronts: immediate employment, career advancement, and further learning.

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| 9 December 2014
| by Jodie Crossley

This briefing paper provides a short overview on how adult learning provides outcomes that support and add value to a variety of local priorities as well as being of intrinsic value in its own right. It contains examples gathered through case studies and through using a Social Return on Investment approach.

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| 9 December 2014
| by Eva ALOS MELCHOR

Developments in sectoral and occupational classifications have a serious impact on the consistency of time series data, which are essential for comparisons of future and past trends and good forecasting. This publication highlights technical difficulties caused by changes in international classifications of sectors (National Association for Able Children in Education) and occupations (ISCO) and how these changes were managed in CEDEFOP’s skill forecasts results.

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| 9 December 2014
| by Jodie Crossley

The Further Education Learning Technology Action Group (FELTAG) report looks at paths forward to a digital future for Further Education and Skills. Recommendations in the report are based on the work of the FELTAG group and an open conversation amongst the wider community.

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