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EPALE

Electronic Platform for Adult Learning in Europe

 
 

Measuring impact

Foundation Open Society Macedonia (FOSM) seeks a learning partner to design and manage a two-part participatory and collaborative evaluation of OSF’s newly launched anti-corruption initiative ‘Regional Creative Hubs: Tapping into the Power of Arts and Culture to Embolden Citizen Action against Corruption’. 

The Sharpham Trust organises mindfulness retreats that aim to combat against burn-out in a variety of professions, one being teaching. Teachers are particularly susceptible to burn-out and frequently suffer from mental health problems. A recent study published in the Journal of Affective Disorders proved there is a link between teacher and student wellbeing. Teachers must be aware of the importance of maintaining good mental health.

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.

An Cosán Virtual Community College (An Cosán VCC) with the support of EPALE Ireland recently held its third annual "Community Partner Forum" on Wednesday 29th of May in Dublin 8. The event welcomed over 100 representatives from community education, public policy, local development, stage agencies and corporate sectors came together to explore how technology is impacting the future of education, jobs, digital literacy, social enterprise and social inclusion at grassroots level across Ireland.

 

11 June 2019
by Maria Flanagan
(en)
1 Comments
What are the reasons for not taking advantage of the services on offer? What are the individual factors leading to the career breaks? What would be the services most likely to avoid these drop-outs and to give people continuous support? If the studies are numerous and the devices are many, we often lack a key element: what do the people think? Is it simply because of specific individual situations? Or are there key elements and recurring factors in the reasons?

In this blog AONTAS, Ireland's national adult learning organisation, discuss their recent attendance at an Awareness Raising and Guidance Peer Learning Activity (PLA) in Luxembourg with two adult learners who shared their expeince of adult education and the importance it has had on their lives, and the importance of the voice of the learner in adult education.

25 April 2019
by Katie O'Rourke
(en)
If you are interested in knowing more about adults attending MOOCs, you will discover that there is still little research on this specific group, representing a minority of the users. New insights are now available which have emerged from a study I published in a book edited by Springer that includes researches presented at the 7th International Workshop on Learning Technology for Education Challenges, (LTEC 2018), titled: What Learning Professionals Should Know.

In this post, University of Glasgow researcher Ellen Vanderhoven presents key findings and recommendations generated from the Horizon 2020 project Policies Supporting Young Adults in their Life Course: A Comparative Study of Lifelong Learning and Inclusion in Education and Work in Europe (YOUNG_ADULLLT). The findings aid understanding of changes to the skills policy landscape in Scotland and the European Union more broadly and offer recommendations for the development of lifelong learning and skills policies in Scotland.

Many people active in the education sector have considerable experience working in European projects. For others, though, transnational projects are still very new and exotic in comparison to their everyday work. In fact, the first steps are often accompanied by insecurities, doubts or even fear.

5 December 2018
by Tino BOUBARIS
(de)
2 Comments
Tuesday 22 October 2019, Austria

EPALE-Webinar: Das Social Media Update: Instagram

Welche Möglichkeiten bietet Instagram, wie nutzt man die Plattform möglichst effizient und welche Herausforderungen muss man kennen? Antworten und Erklärungen dazu liefert das Webinar in 5 Schritten. Praktische Beispiele inklusive.

Zur Anmeldung

Tuesday 15 October 2019, Austria

EPALE-Webinar: Das Social Media Update: Twitter

Twitter ist – im Vergleich mit Facebook und Instagram – ein sehr spezifischer Social Media Kanal in Österreich. Für welche Ziele und Zielgruppen sich ein privater oder beruflicher Twitter Account eignet und wie man erfolgreich mit der Plattform arbeitet, erfährt man in dieser Bildungsaktivität.

Zur Anmeldung

Thursday 24 October 2019, Belgium

Conferencia Europea sobre Huella Digital

La Red Europea de Aprendizaje Digital – Dlearn (European Digital Learning Network) y la Plataforma de Aprendizaje Permanente – LLL Platform (Lifelong Learning Platform), con el apoyo de los socios del proyecto DIGIT, organizan conjuntamente la Conferencia Europea sobre Huella Digital (European Conference on Digital Footprint), que tendrá lugar el 24 de octubre de 2019 en Bruselas, Bélgica. 

Thursday 14 November 2019 to Friday 15 November 2019, Spain

Seminario Eucen 2019 - Aprendiendo para el emprendimiento: una perspectiva ciudadana global

EUCEN (European University Continuing Education Network) celebrará el próximo otoño, del 14 al 15 de noviembre de 2019, el seminario “Aprendiendo para el emprendimiento: una perspectiva ciudadana global” en Barcelona.

Tuesday 15 October 2019

A 6-month blended course: How to prepare an Erasmus+ KA2 Strategic Partnerships project proposal in the field of adult education and digital skills

The course is addressed to adult education trainers and teachers, e-facilitators, project managers, researchers and all actors (digital competence centers, SMEs, NGOs, VET providers, universities, public entities etc.) interested in applying for Erasmus+ KA2 Strategic Partnerships project funding to improve the educational experience and digital skills of adult learners.

Ireland’s National Positive Ageing Strategy (NPAS) aims to address the broader social and economic determinants of healthy and positive ageing across the life course. The NPAS draws on the World Health Organisation’s (WHO) Active Ageing Framework which highlights action needed on three fronts: participation, health and security. The NPAS has four goals: three based on the WHO’s action areas and a fourth which focuses on research. These goals are to:

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 WCVA has launched a report on Sustainable Funding for the Third Sector, which describes the need for innovative and creative thinking around the subject of funding in Wales and offers practical tips for maintaining growth. The report has been created following discussions that resulted in key actions for the third sector and will be most beneficial for small and medium sized organisations.

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 and reported for the first time in 2016.

The 2018 report contains two new developments:

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.

These presentations from An Cosán VCC's Annual Partner Forum, are by Mark Kelly of An Cosán VCC's Skills to Succeed Academy and Kieran Farrell of Accenture Interactive, and introduce An Cosán VCC's S2S Academy, an e-learning tool which aim to develop a digital competency assessment tool and curriculum, and Accenture's Digital Stepping Stones, which hopes to address the digital divide in Ireland.

This book is a result of the Location-based games as a contemporary, original, and innovative method of seniors’ teaching and learning [LoGaSET] project, coordinated by Foundation Pro Scientia Publica, financed from the Erasmus Plus KA2 strategic partnership budget (nr 2017-1-PL01-KA204-038869) implemented by four countries: Poland, Lithuania, Slovakia and the United Kingdom. The project developed a programme of classes for seniors in the use of smartphones, which can be implemented both in a classroom system and with the use of the location-based games.

The Social Micro-Indicators for inclusion and economic integration (SMIs) aims to assess the scope and capacity
of adult educators and peers to act and transform community processes together, within their own
communities, and if possible within their own countries of origin. We have had two key references in doing this: the
MIPEX (Migrant Integration Policy Index) which, through 167 indicators, evaluates and measures the integration
policies of more than 30 European countries; and the United Nations Sustainable Development Goals Indicators
for the Agenda 2030.

The Social Micro-Indicators for inclusion and economic integration (SMIs) aims to assess the scope and capacity
of adult educators and peers to act and transform community processes together, within their own
communities, and if possible within their own countries of origin. We have had two key references in doing this: the
MIPEX (Migrant Integration Policy Index) which, through 167 indicators, evaluates and measures the integration