After the borders of the European Union opened, Lithuania has been seeing an increase in the number of black people arriving in Lithuania. It is no surprise in most of the major cities, especially, in Vilnius. However, the residents of remote smaller towns of Lithuania still find it unusual: they glare at such people and are not keen to accept them into their rural communities.
Non-formal and informal learning
Turning community lifelong learning centres into one-stop shops with the help of multidisciplinary teams
Harnessing the potential of community outreach
Markus Palmen casts a reflective eye on EPALE's thematic focus for June and July 2019
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
It’s not WHAT you do, it’s the WAY that you do it – how non-formal learning works for a community in Dublin
Siobhán O’Reilly talks about the work of FamiliBase in Ireland
Simon Broek interviews Brigitte Bosche and Anne Strauch about the GRETA-portfolioPlus project on validation on informal and non-formal competences of adult educators
The EPALE UK Impact on Adult Learning Photo Competition has launched!
In 2019, the US Academy of Motion Picture Arts and Sciences (AMPAS) announced the nominees for the 91st Academy Awards. Based on the data of the news agency AP, the Oscar Awards ceremony was watched by 29.6 million TV viewers.
Learning happens continuously – also when we least expect it. Informal learning through daily tasks is an essential part of the modern working life. But the extent of it depends on what you work with.
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!
Kurs je namenjen svakoj osobi koja želi da se osposobi za upravljanje različitim mašinama koje se koriste u mnogim granama industrije.
Turkey Işbank, founded in 1924 by Mustafa Kemal Ataturk, transformed its historic building in Ulus into a museum. The museum was named “Economic Independence Museum of Turkey Işbank” within the framework of the vision of Atatürk, that military victories can only be sustained by economic victories.
The architect of the building, built in 1929, is Giulio Mongeri. The magnificent historic building which is among the landmarks of Ankara has been transformed into a modern museum. The museum opened on 2 May 2019.
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
The UK Coaching Team are holding workshops that enable teachers and trainers to deliver engaging sports sessions for adults across the UK. The sessions incorporate the highly effective ‘C’ system of coaching and learners are able to take away a resource at the end of the workshop.
The project “Critical Thinking for Mediawise Citizens” – CriThink announces:
Call for support of local civil society organizations
Application deadline: July 15, 2019
A lifelong learning festival was held at Bartın University in May,2019. Participants from different generations who participated in the event, which was carried out in cooperation with the Department of Lifelong Learning and Adult Education and the Continuing Education Application and Research Center, had informal learning experiences in sports, crafts and health related stands.
Dr. Paul Downes, Director of the Educational Disadvantage Centre in the Institute of Education at Dublin City University, Ireland, shows why we need more one-stop learning centres to act as gateways for communities facing socio-economic exclusion or marginalisation.
EPALE thematic coordinator Markus Palmén casts a reflective eye on our focus on non-formal and informal learning, which ran throughout the months of June and July 2019.
Although the use of technology in informal learning comes to the forefront with the internet and social media, mobile devices that provide access to information from anywhere, especially smartphones, are becoming more and more common with applications that enable individual learning.
Learning and everythin
The last week in May our group travelled to Tromsø, the largest city of Northern Norway.
Informal learning has gained an important place in professional life as an effective adult education method and has even become an integral part of it. As informal learning became a part of professional and individual life, individuals wishing to meet their learning needs turned to using tools or technologies appropriate to their needs. Today, the easiest way to access information is to use internet technology.
Siobhán O’Reilly talks about the work of FamiliBase in Ireland, and how it provides the community with the type of learning it needs.
In June and July EPALE is having a special focus on non-formal and informal learning.
The Association of Folk High Schools in Denmark are gathering international folk high school practitioners, promoters and researchers from all over the world, to rethink the role of the folk high school and contribute to a global alliance.
Check the website for the Summit for further description and detailed program.
The International Folk High School Summit has been organized in collaboration with:
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.
Amatu pratēji ir aicināti savas prasmes pilnveidot un izrādīt svētku moto “Padzīvosim zaļi!” ietvaros, iesaistoties lekcijās, meistarklasēs un darbojoties praktiski divos tematiskajos plenēra blokos – “Domā Zaļi!” un “Radi Zaļi!”.
Vairāk informācijas: http://www.dobele.lv/lv/news/ix-starptautiskais-amatnieku-pleners-padziv...
European round table – powered by SOLIDAR Foundation and eucen will take place on 25 September in the European Parliament. The guest will be discussing the state of play and possible next steps in validation of prior learning of newcomers – a central topic of Erasmu+ Project VINCE.
W ramach warsztatu zaprosimy Was do dyskusji, ćwiczeń, pracy indywidualnej i grupowej, których celem będzie określenie poziomu samooceny oraz zidentyfikowanie czynników, które ją obniżają lub utrzymują na optymalnym poziomie. Dostarczymy Wam narzędzia, które będą stanowiły podstawę do pracy nad własną samooceną w sposób świadomy i dojrzały. Warsztat stanowi punkt wyjścia do pracy nad świadomością własnej roli oraz odpowiedzialnym rozwojem kompetencji.
UIL has played an important role in the international Recognition, Validation and Accreditation of Non-formal and Informal Learning (RVA) agenda since 2004, when UNESCO’s General Conference entrusted UIL with conducting and dissemi-nating research and practice on RVA, on an international scale.
The overall purpose of the UIL RVA programme is to promote a society offering lifelong learning for all by emphasising the importance of both formal and non-formal learning in achieving Education for All goals, and building bridges between formal, non-formal and informal learning.
The Non-Formal Learning Handbook for Volunteers and Volunteering Organisations is an outcome of the project Volunteers at the Interface between Formal and Non-Formal Education. The main aims of this Erasmus+ Key Action 2 project have been to create synergies between formal and non-formal education, promote the use of non-formal, participatory learning methods in formal educational settings and thereby address the learning needs of children and youth, in particular young people at risk.
Rapid and wide-ranging developments about science and technology fields generate the innovations and evolutions which has to be followed continuously and trigger new claims. To meet this new claims, one has to be innovative and easily access the foundations which he/she can learn these innovations . Enhancement about media technology and exposition economy fields extensively influence both education and profession of visual communication design. Designer encounters new confrontations. Variety and complexity of the design arguments have increased .
Learning takes place during a person’s life—from ‘cradle to grave’, according to the OECD, as a holistic spectrum that spans formal, non-formal and informal categories—through various approaches, modes and exposures which can lead to additional skills, knowledge and other competencies. This type of learning (in the home, workplace, community center, etc.) is more important for those outside the formal system.
Learning begins very early in life. Each parent “teaches” their offspring as they know best – some let them roam free and explore, some buy very expensive toys and read specialized literature while others choose to employ the help of professionals very early on. There even are trainers who promise they will teach a baby to swim since he is four months old. And then the ‘compulsory’ cycle begins: kindergarten, preschool, elementary, high school, college, Master’s degree… It can actually go on practically forever.
In June the Slovenian Institute for Adult Education (SIAE) issued the SIAE Newsletter Summer 2019. We prepared an overview of the most important events, news and campaigns we carried out in the first half of 2019. In this edition we are spotlighting the Award Winners for the Promotion of Adult Learning and Knowledge 2018.
The article aims at designing the coherent and sustainable system of school leadership development in Lithuania. The article provides a theoretical insight on main principles of sustainable education that could be implemented in the system of school leadership development.
This Roadmap is intended to contribute to the implementation of the 2012 Council Recommendation on VNFIL, and to the wider national objectives of effective lifelong learning and deployment of relevant and suitable VNFIL services for the population.
The introduction of a continuous training (education) program for the providers of the private security service emerged as a need in the results of several studies.
As part of our thematic focus on citizenship education, we want to hear from you – the EPALE community – about any good practice examples and successful projects related to citizenship education for adults.
Valorize NFIL Across Europe is an Erasmus plus KA2 Adult started in 2018.
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:
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?
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.