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.
Summary of an Erasmus+ study visit to Bergen, Norway, drawing librarians together to discuss and swap ideas about putting inclusiveness in public libraries in to practice
Check out the highlights from our various thematic focuses from 2018 and 2019
Listen to adult learning experts discuss and analyse different adult learning topics
The EPALE UK Impact on Adult Learning Photo Competition has launched!
Are you a keen photographer? Why not take part in World Photo Day and help support the art of photography and contribute to raising funds for good causes! Got any photographs that show an impact on adult learning? Take part in our Star Supporter Photo Competition and be in with the chance of winning a prize worth £100!
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.
As well as being a social event, the visit of museums allows “outdoor" learning through practical experiences for both children and adults. According to Griffin and Symington (1998), visitors can learn in museums through:
(a) taking responsibility for learning,
(b) active involvement in learning,
(c) purposeful manipulating of objects,
(d) making links between exhibits and ideas,
(e) sharing learning with peers and experts,
(f) showing confidence in learning by asking questions and explaining to peers, and
Eleven T-level colleges will receive a share of £9 million of the T-levels Capital Fund, allowing them to carry out refurbishments and build new classrooms. The first round of funding allows for building work, the second involves the receival of audio and visual equipment. Colleges to receive the highest funding are Barnsley College and Bridgwater & Taunton College.
What Works Wellbeing are asking for the submission of unpublished reports, theses and dissertations that consider how space and places can support wellbeing and alleviate loneliness in over-16s taking part in participatory arts, physical activities and sports. Submissions must be received by 12 July 2019.
There are 6 autism classes and a total of 23 students with OIZ.
The Colwinston Charitable Trust provides UK charities with grants of up to £20,000 to assist them in delivering high quality performing and visual arts projects, though the main focus is on organisations in Wales. Welsh organisations typically receive the highest grants.
Informal education occurs away from structured classroom environment and it is usually unintentional. It can be provided by newspapers, television, libraries, free-time organizations, hobbies, peer groups and family whose first function is not to educate (Hannu, 1993).
A small team is the most important unit in working life. One needs many kinds of skills when working with different colleagues towards a common goal. Communications must be smooth. Everyone must be able to manage their own performance and some must also manage others. What kinds of skills are needed in this and how can one develop them?
Digital learning and education are as important as formal education has been up to now, however there is a much larger amount of information available through digital learning. By using a variety of technical tools, a greater number of information can be displayed, and the material presented is more interesting.
Over the years EPALE has tried to cover different aspects of the wide sector of adult learning. Check out the highlights from our various thematic focuses from 2018 and 2019.
In the EPALE podcast our thematic coordinators Simon Broek, Andrew McCoshan, David Mallows, Gina Ebner and Markus Palmén, as well as other experts discuss and analyse different issues and aspects from the adult learning sector.
Experiential learning is the process of learning through experiences. It is defined as learning by doing and as experienced-based learning. It is a powerful tool for adult learners because they gain concrete experiences and reflect on them by comparing the new experiences with their prior learning. Read this blog post about different perspectives on adult learning and why active participation is beneficial to both adult learners and the community!
Could Nordic non-formal adult education be UNESCO´s cultural heritage, following the idea of adult education legend Gösta Vestlund?
Democratic and civic education may be high up on the list of educational concerns, but it is not all that easy to deliver.
Die einen möchten nur ein paar Vokabeln für ihr nächstes Urlaubsland lernen. Die anderen wollen ihren Sprachunterricht noch attraktiver gestalten. Und wieder andere suchen nach einer Möglichkeit, ihre Sprachkenntnisse zu wiederholen, zu vertiefen oder aufzufrischen. Mit „Hunt for Europe“ stellen wir Ihnen ein interaktives, kostenfreies Online-Spiel vor, mit dem das Erlernen von bis zu sechs Sprachen möglich ist und gleichzeitig kulturelles Wissen vermittelt wird.
AFTERWORK WITH A TWIST
Hei! Oletko kuullut jo Dare to Learnista? Se on kansainvälinen oppimisalan tapahtuma, joka järjestetään syyskuussa Helsingissä Kaapelitehtaalla. Nyt Dare to Learn yhdessä World of Insightsin kanssa haluaa antaa kaikille ilmaisen mahdollisuuden tulla testaamaan oppimispeliä rennossa afterwork hengessä. Tapantumassa pääsee tutustumaan yleisesti oppimispelien maailmaan World of Insightsin esittelyn kautta. Huomioithan, että tapahtuma järjestetään englanniksi.
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.
The IAU 2019 International Conference is devoted to Transforming Higher Education for the Future in order to explore how higher education leaders and experts envisage higher education, not only in the future, but also for the future. The Conference will not only facilitate sharing visions, but will also constitute an open dialogue that seeks to outline opportunities as well as challenges of higher education today. Acknowledging that local contexts differ in terms of in terms of culture, tradition, religion, demographic, language, politics and economics, IAU values this diversity and believes it is crucial to continue to foster exchange on higher education beyond borders and regions in an increasingly interlinked world.
Cedefop briefing note: Digitalisation and the future of jobs and skills: opportunities and risks
It is a brochure containing guidelines on the use of Drone Technology (DT) in vocational education and training (VET), providing essential information for VET trainers and institutions who want to incorporate DT into their curriculum.
Work-based learning (WBL) is increasingly recognised by Member States around the world as an effective strategy to promote quality and relevance of education and training. With the involvement of UNEVOC Centres from around the world, this book contributes to the analysis of different dimensions and characteristics of WBL in different contexts and gives a global perspective on WBL as a pathway to delivering competency-based education.
Global issues such as climate change and natural resource consumption levels, urgently require a change in our lifestyles and a transformation in our ways of thinking and acting. To achieve this change, we need new skills, new values and new behaviours that lead to more sustainable societies. But is it even possible to find a shared definition of circular economy (CE) education?
Stories can be the means by which people work out their thoughts and ideas: they can be an exploration, a search for meaning or an offering up to others. People's stories about their experiences provide useful insights into what is happening in their lives and communities. The Our Voices project seeks to find innovative ways of curating people’s stories so that the ideas, messages and knowledge within them can be better shared with the people, groups and organisations in a position to use them to create positive change in communities across Europe.
EURBANITIES is a pedagogical method developed in the frame of a three year-long transnational project financed by the ERASMUS Plus program between 2015 and 2018. The main objective of the project has been the realization of a game-based pedagogical curriculum for empowering civil participation in neighbourhood level development. Have a look at the prduced learning resources and Eurbania game!
This sheet can be used by a teacher or a team of teachers to take supplementary notes during the planning of a holistic course. Use this sheet to help yourself remember the most important considerations.
The visual scaffolding is meant as a tool for joint planning of a holistic course.
Holistic education is an approach towards developing educational courses and programmes within FGU whereby teaching is built up around complete wholes that are meaningful for the students to work with. As teachers within FGU, you all have ample experience planning instructive and motivating courses. This experience can now be brought into play in the planning of holistic courses across both general and vocational subjects.
Holistic education is an approach towards developing educational courses and programmes whereby teaching is built up around complete wholes that are meaningful for students. This case may serve as inspiration when planning a holistic course within basic production education (PGU).
Material should be developed for Special Education students according to the type of disability. In this context, we prepared the KA101 project. what materials can be prepared according to the type of obstacle / disability. We need your help. Would you please write your comments. Thank you.
I am working on national and international level as an environmental educator and conducting various pedagogic programs for schools for more than 15 years involving forest as a learning environment. In 2019 I will organise 14th European Forest Pedagogics Conference in Latvia and one of the main topics will be the following: