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EPALE - Electronic Platform for Adult Learning in Europe

Non-formal and informal learning

blog

| 24 July 2020
| by EPALE Keskus Eestis

Today, there are various opportunities to improve professional skills and develop oneself - at work, by participating in recreational activities, engaging in hobbies, traveling, and participating in online courses. Despite the extensive opportunities, people come to study and gain experience at a university, where learning is considered to be one of the most influential transition experiences of lifelong learning. In my doctoral dissertation, I researched students' perceptions of learning, teaching, and of themselves as learners.

Deutscher Bildungsbericht 2020 - Ausschnitt des Covers - DIPF

blog

| 29 June 2020
| by EPALE Deutschland

What does life-long education look like in connection with the entire educational spectrum and what challenges and general problems can be identified in education? The German national report on education compiles up-to-date information for stakeholders in academia, educational policy and practice.

blog

| 23 June 2020
| by Henrik Zipsane

Thinking a little deeper about the ongoing popular removal and destruction of statues around the world provides some other perspectives than just wanting to preserve these historical relics. It may be more important to preserve the memory of what is happening now. We see a clash of civilizations and struggle for human rights as remarkable as the Me-Too movement.

Philippe Ristord

blog

| 20 June 2020
| by EPALE Moderator

Philippe has 30 years of experience in vocational training, and he is the Director of the CNP-R (French pedagogical and resource centre) the aim of which is to support the acquisition and development of professional skills for entry into the profession and the further training of the 5,000 trainers in the MFR (Maisons Familiales Rurales) network. This period - he says- will be a great opportunity for the CNP-R to work on accelerating the development of support practices.

blog

| 9 June 2020
| by Louise Windfeldt
NGOs from Estonia, Latvia, Lithuania, and Denmark have carried out a project together: “Growing Seed Savers: Baltic-Nordic Seed Savers' Education Innovation 2018-2020”. The project successfully built a network to support and inspire the saving of heritage plants in all countries with informal adult learning.

blog

| 26 May 2020
| by NSS EPALE Nederland

To what extent are the approximately 400 Dutch volunteer organisations that provide language coaching successful in responding to the new reality? What obstacles do they encounter? Which aspects stand out? This article will inform you about the current approach to language coaching, based on interviews with a range of Dutch organisations providing language coaching.

blog

| 23 May 2020
| by EPALE Keskus Eestis

People have read books for thousands of years, while e-books have been around only for the past few decades. Nevertheless, the theory that the need for physical books will disappear due to the march of e-books still occasionally emerges. From the point of view of libraries, this causes confusion.

news

| 4 July 2020
| by Jens VERMEERSCH

Save the date for the Final Conference of the Erasmus+ project 'Alternative Ways' on 6th October 2020 in Brussels. Whilst working with different language-groups, both in formal and informal ways, the partners in the Alternative Ways project experienced that there is a significant number of learners that succeeds in learning a new language. However, they also noticed that the drop-out rate is relatively high. It is because of this high drop-out rate that they started this project and developed a toolkit.

Tuesday 18 August 2020, Estonia

Täienduskoolituse õppekava koostamine

Täiskasvanute koolituse seaduse kohaselt on kõigil Eesti Hariduse Infosüsteemis (EHIS) registreeritud koolitusasutustel kohustus avalikustada oma õppekavad. Kõige lihtsamalt öelduna, on õppekava õppe aluseks olev kava:

Monday 3 August 2020 to Wednesday 30 September 2020, Estonia

Täiskasvanute koolitaja baaskoolitus Tartus

Suur rõõm on kutsuda sellele koolitusele nii  juba tegutsevaid kui ka alustavaid koolitajaid. Koolitus on väga heaks toeks kutseeksamiks valmistumisel. Täiskasvanute koolitaja kutset annab välja täiskasvanute koolitajate assotsiatsioon ANDRAS.

Vastastikuse sobivuse korral on lõpetajatel võimalus hakata meie koostööpartneritena tööle.

Meil on pigem väikesed õpperühmad ning igal õppijal on võimalik saada individuaalset tuge ja nõustamist. Õpiteekonna juhendajaks on  andragoog ja 7. kutsetasemega täiskasvanute koolitaja Ülle Mugu.

Thursday 26 November 2020, Estonia

Sisekoolituse juubelikonverents 2020: Arengud ja väljakutsed sisekoolitamisel

Sisekoolituse konverents toimub juba kümnendat korda ning käesoleva aasta juubelikonverentsi programmi raames vaatame nii minevikku - millised on olnud senised arengud kui ka tulevikku - kuhu sisekoolituse valdkond teel on ja millised väljakutsed meid ees ootavad.

Toimub ka AASTA SISEKOOLITAJA 2020 väljakuulutamine


Osalemistingimused:

Kuni 11. novembrini registreerudes 175€ + km osaleja kohta, hilisemal registreerumisel hind 205€ + km osaleja kohta.

ESALi liikmetele hind 30% soodsam registreerudes kuni 11.11.2020

Wednesday 16 September 2020, Estonia

Sisekoolitaja raamaturiiul: Spetsialistist koolitajaks

Eesti Sisekoolituse Arendamise Liit jätkab sisekoolitajatele suunatud lugemisklubiga, mille eesmärk on ühiselt arutleda sisekoolitajat toetava, arendava ja inspireeriva raamatu üle, jagada oma arusaama käsitletud teemade kohta ning täiendada loetut enda kogemuste ja mõtetega.

Tuesday 21 July 2020

webinar Alfabetizzare ai tempi del Covid: idee per una DAD di prossimità.

Diamo avvio ai due seminari di disseminazione del progetto Migrant Liter@cies:

Martedì 21 luglio (11:00-12:00)
Secondo webinar “Alfabetizzare ai tempi del Covid: idee per una DAD di prossimità”. Iscrizioni al link https://forms.gle/Nv3o9uNJkNUij5d88

Giorgio Rosso's picture

discussions

| 14 September 2018
| by Giorgio Rosso

Valorize NFIL Across Europe is an Erasmus plus KA2 Adult started in 2018.

STARTING NEEDS:

Council Recommendation of 20th December 2012 on the validation of non-formal and informal learning (NFIL) started an European common process the involved quite all UE countries.

Many researches put in evidence that this process shows 2 problems:

Ernesto VILLALBA GARCIA's picture

discussions

| 16 August 2016
| by Ernesto VILLALBA GARCIA

Everyone learns outside formal institutions, but the needs to validate non-formal and informal learning might be different for a migrant wanting to start working, a person that dropped out of school that wants to resume education or an employee that wants to improve its career prospects. Do we need different systems for each of those users? Can we just have one system that meets all their needs? 

Simon BROEK's picture

discussions

| 8 April 2015
| by Simon BROEK

Do we actually learn more by formalising learning? There is a tendency to formalise learning. The most prominent development is the establishment of Qualifications Frameworks and Accreditation of Prior Learning systems. Both initiatives are based on the assumption that learning can be described in terms of learning outcomes.

Thinking in terms of learning outcomes is not a bad thing. As a proxy, it clarifies what people learn; it focuses the development of learning programmes; it allows recognition of prior learning against agreed standards.

resources

| 6 August 2020
| by Györgyi Bajka

One of the prominent goals of the Learning communities and social transformation project (EFOP-5.2.2-17-2017-00066), co-ordinated by the Hungarian Nullpont Cultural Association, was to explore, study and systemise, with the help of cooperating partners, those methods, procedures and good practices that illustrate the role of adult education and adult learning in promoting social inclusion. We have taken into account the procedures and methods that can be utilised generally, irrespective of individual geographical regions.

resources

| 6 August 2020
| by Györgyi Bajka

This paper focuses on the significance of workplace learning. Learning is often defined as the route in which any type of knowledge is attained. The workplace can be an important place for learning and development, and in which knowledge can be created. A discussion of the various types of workplace learning is included in this paper, namely those which fall under the category of formal, informal and unconscious. Research shows that 80% of the learning occurs informally through self-directed learning, networking, coaching and mentoring.

resources

| 29 July 2020
| by Alessandra Cecc...

Processes and strategies of adult education are at the centre of reflection proposed in the articles (researches and practices) collected in this fifth issue of the magazine "EPALE Journal on Adult Learning and Continuing Education".

Reflecting on the meaning of education in adulthood means looking after places, actions, subjects and citizenship practices. The editors Vanna Boffo and Laura Formenti write in the editorial:

resources

| 16 July 2020
| by Györgyi Bajka

This OECD report presents European good practices regarding the monitoring of outcomes and impact of adult learning programmes for the low skilled.

Several outcomes are examined, including educational performance, career development, social outcomes, and learners’ satisfaction. In particular, the report explores the type of data collected, the stakeholders involved in data collection, and the methods and tools used.

resources

| 15 July 2020
| by Licia Boccaletti

This report gives an insight of the state of play regarding the use of ICT to support informal carers of people with dementia in the EU.
It provides a baseline for the Erasmus+ project CARE4DEM, aimed to support the development of web-based support groups for informal caregivers of people with dementia, through the design and the piloting of an innovative model of web-based support group, as
well as a competence profile and a blended training for facilitators.
The report is based on research including a literature review, a survey, as well as interviews.

resources

| 15 July 2020
| by Licia Boccaletti

This document includes a competence profile for facilitators of online peer-support groups for caregivers of people with dementia. The report lists the competences needed to perform the role of facilitator, described in terms of knowledge, skills and attitudes, together with the link to an online self-assessment tool allowing interested parties to assess their competences in the field.

resources

| 17 June 2020
| by Marco VLAMING

Twelve participants from six different countries embarked in a voyage of discoveries during a study visit in Latvia. During the study visit, representatives from Adventure Spirit (Piedzīvojuma Gars) shared main concepts, methodologies, and tools that organization use on an everyday basis working with the target group of young adults to support them in their development, understanding their values, strengths, increase overall cooperation, communication and enhance their ability to create their own workplaces or find a workplace fitting to their needs and skills.