Thinktank Onward has released a report that suggests prisoners should be spending 40 hours a week training or working in order to reduce reoffending rates and the Ministry of Justice has created a jobs plan that will enable offenders to find work on release.
Barriers to learning
Our thematic focus from August to September is on social inclusion of vulnerable groups.
Cedefop expert Irene Psifidou told us about their newly updated toolkit for helping to tackle early leaving from education and training
AHEAD, an organisation that is focused on promoting full access and participation of students with disabilities in further, higher education and employment are hosting their annual international conference, 'Through the looking glass: Reflecting on Inclusion from the boardroom to the classroom' on the 26th and 27th March 2020 in Croke Park, Dublin, Ireland.
Our project called Stajyerler Avrupa'da İlerliyor, which we have prepared for the students studying in Motor Vehicles Technology and Electrical-Electronics Technology departments, has been successfully completed.
Within the scope of our project, 7 students and 1 companion teacher from the Department of Motor Vehicles Technology went to Colegiul Tehnic Dimitrie Leonida training center in Romania between 20.01.2019-02.02.2019 and made an internship on Hybrid and Electric Motors.
The Expert Committee for Further and Continuing Education appointed by the Norwegian government (Ekspertutvalget for etter- og videreutdanning), recently published the report “Lærekraftig utvikling” (“Learnable development”). The work was led by Simen Markussen, Senior Research Fellow at The Frisch Centre.
The post-18 education review was released on 30 May 2019 and suggests there is a strong argument for change in the further education sector. The review panel has put forward several recommendations to the government and stakeholders.
La Asociación Progestión gestionará, a partir del mes de enero, el proyecto PASOS, con el que tratará de ayudar a personas que tienen un alto grado de vulnerabilidad y que tienen que aprender a vivir una nueva vida en España.
With the aim of proving that being mentally retarded is not an obstacle to learn, handicrafts courses have been given to those who were directed to non-formal education because they have mild mental retardation by Canik District Directorate Of National Education, Canik Public Education Centre, and Special Education Job Application Center.
“InterCult” is a European cooperation project aimed at improving the intercultural skills of educators for delivering efficient language training to adult migrants. InterCult is developing an Intercultural Trainers Kit which will provide different methodologies and techniques for improving educators’ skills related to mutual understanding, cultural dialogue, tolerance and inclusion, awareness raising on cultural specifics of migrants and utilization of opportunities to use these specifics in a learning environment.
Vice Chair of the 1919 Report Centenary Committee, Sir Alan Tuckett, recently described the need to bolster adult education in the UK, which has seen a downward trend in funding and engagement. Adult education is a vital tool for ensuring a better future for individuals, companies and society at large. The Committee considered aspects that they think are particularly important in order to ensure a good future for lifelong learning.
Open College Network Northern Ireland recognised the achievements of its learners, tutors and providers at its first awards ceremony on 5 March 2019. Over 200 attended to celebrate the nominees and winners in an event which was a highlight of this year’s Belfast Festival of Learning.
EPALE's thematic focus from August to September is on social inclusion of vulnerable groups
Nobody would write an organisational strategy without having a plan to support those who deliver it. Adult learning professionals are at the heart of supporting the wider workforce but who is responsible for looking after their own development? Over the years I have had the privilege of reviewing any number of lifelong learning strategies and plans across Europe, but very few have a systematic approach to developing the leaders, managers, teachers, and other staff who deliver it.
In an article published in May 2019 in a leading scientific journal “Work, Employment and Society”, Konrad Turek and Kène Henkens from the Netherlands Interdisciplinary Demographic Institute investigated whether the low employability of older people results from age-based stereotypes regarding skills.
EPALE Thematic Coordinator, Andrew McCoshan, interviewed Irene Psifidou, Expert at Cedefop, about their newly updated and revamped toolkit for helping stakeholders deal with early leaving from education and training.
Siobhán O’Reilly talks about the work of FamiliBase in Ireland, and how it provides the community with the type of learning it needs.
This is one of the texts in the series Motivational interviewing. We described the motivational interview (MI) and the main process of the MI conversation. If you want to learn more about it start from book Motivational interviewing in schools* which is also the main resource for these blog posts.
http://leargas.ieLéargas, Ireland's national agency for Erasmus+, recently brought together project co-ordinators from a variety of Irish colleges and organisations to share their experiences of how best to support students during their Erasmus+ VET (Vocational and Education Training) placements abroad.
In the first of two posts, Elva Duggan, Léargas' VET coordinator, sums up the key points that emerged during the day. This post focuses on preparation. The next will focus on the placements themselves and risk management.
Motivational interview (MI) has been designed as a method that will help medical professionals to inspire and sustain patients habit changes, for example: stop eating sugar, take your medication on time. The need for this method was very obvious: patients easily lose motivation to sustain change and sometimes they are not sure why they should change in the first place.
The Economic and Social Research Institute(ESRI) conducted an independent evaluation of the Youthreach programme in late 2018 which has been published by SOLAS, the Further Education and Training Authority.
This blog reports on the lauch of the evaluation on Monday 17th June, and will give summary of the ERSI evaluation, as published by SOLAS, along with a summary of SOLAS' report and recommendations in response to the evaluation.
Národní podpůrné středisko EPALE při Domu zahraniční spolupráce si Vás dovoluje pozvat na konferenci na téma VZDĚLÁVÁNÍ DOSPĚLÝCH NA OKRAJI.
Konference se bude konat dne 9. října 2019 od 9:30 hodin v Praze.
Pozvánku, program a registrační formulář naleznete zde: https://www.naerasmusplus.cz/cz/site-a-centralizovane-aktivity-epale/konference-epale-na-tema-vzdelavani-dospelych-na-okraji-praha/
Kongres KEP 2019 to kontynuator dorobku Kongresu Edukacji Pozaformalnej, tym razem odbędzie się w Warszawie w dniach 18 i 19 września 2019 r.. To już czwarta edycja inicjatywy środowisk zajmujących się wspieraniem uczenia się przez całe życie poza systemem edukacji formalnej, przestrzenią do dyskusji o osiągnięciach i wyzwaniach jakie przed nami stoją. Kongres będzie spotkaniem najwybitniejszych specjalistów sektora, którzy przyjadą na Kongres z całej Polski, by podzielić się swoją wiedzą, doświadczeniami i refleksjami.
ICELT 2019 își propune să reunească cercetători, oameni de știință, ingineri și savanți pentru un schimb al experiențelor, ideilor noi și a rezultatelor cercetării din toate aspectele educației, învățării și formării și a discutiilor despre provocările practice întâmpinate și soluțiile adoptate.
Conferința va avea loc în fiecare an pentru a o transforma într-o platformă ideală pentru ca oamenii să împărtășească puncte de vedere și experiențe în educație, învățare și formare și domenii conexe.
This report aims to contribute towards the attainment of the Sustainable Development Goals (SGDs), with particular focus towards:
• Quality Education: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
• Gender Equality: Achieve gender equality and empower all women and girls.
• Reduced Inequalities Partnerships for the Goals: Reduce inequality within and among countries.
The recent refugee crisis has put many OECD countries under considerable pressure to accommodate and integrate large numbers of refugees. Refugee students are a particularly vulnerable group due to their forced displacement, but their needs are not always met by
education systems, which can hinder the integration potential of these students. This poses considerable challenges as the integration of refugee students in education systems is important for their academic outcomes as well as their social and emotional well-being.
The study looked primarily at job-related education and training, and at the dispositional, situational and institutional barriers that people experience. Dispositional factors and barriers are related to an adult’s self-confdence, for example due to earlier learning experiences, and their intrinsic motivation to engage in education or training.
This booklet highlights seven action points to create more and better learning opportunities for adults with low skills. It provides practical insights for stakeholders who are directly involved with engaging low-skilled adults in learning, including policy-makers, learning providers and the social partners.
The positive ageing indicators report is an outcomes framework to monitor trends and changes in the participation levels, health, and security of older people in Ireland, at a national level. The positive ageing indicator set was developed by the Healthy and Positive Ageing Initiative(link is external) and reported for the first time in 2016.
The 2017 Adult Participation in Learning Survey included 5,169 adults aged 17 and over
across Great Britain, with fieldwork conducted in September and October 2017. This
sample has been weighted (generating an effective sample of 5,039) to provide a
nationally representative dataset. The survey deliberately adopted a broad definition of
learning, including a wide range of formal, non-formal and informal learning, far beyond
the limits of publicly offered educational opportunities for adults.
Learn How Students and Academics Say Online Education Is Changing with All-New Data About: How Career Goals Drive Decisions, How Schools Invest in Online Programs, Online Students' Biggest Challenges and Changes in Demand for Online Education.
The Economic and Social Research Institute (ESRI) conducted an independent evaluation of the Youthreach programme in late 2018 which has been published by SOLAS, the Further Education and Training Authority.
Here you can find the ERSI report, as published by SOLAS, along with SOLAS' report and recommendations in response to the evaluation.
This presentation, from An Cosán VCC's Community Partner Forum, addresses the theme of "The Role of Technology in Shaping the Future of Education and Work" and documents Southend Family Resource Centre and its members' journey since joining An Cosán VCC.
An Cosán Virtual Community College (An Cosán VCC) with the support of EPALE Ireland held its third annual "Community Partner Forum" on Wednesday 29th of May in NDRC, Dublin 8. This presentation addresses the theme of "Global, National and local: The Role of Technology in Shaping the Future of Education and Work".
Despite a strong focus on skills strategies at European level, progress in equipping adult learners with basic skills remains largely insufficient. 1 adult out of 5 still lack for instance numeracy or literacy skills in Europe today. This can seriously hinder employment objectives as well as democratic participation, social inclusion and personal development.