Non-formal and informal learning
Member entities of the consortium (Creativity Works Preston, Young Lancashire, Bootroom Academies, European Learning Network) improved their organisational capacity, project management skills and international projection by employing a learning process called Dr
On 10 and 11 of October, in Lazarevac, Republic of Serbia, the Second national festival and the First regional festival of horticultural libraries were held. They were organised by Mirko S. Markovic, head of the Horticultural libraries network and the host library National library “Dimitrije Tucovic” from Lazarevac.
Beginning in November 2018, The SCRIPT (Supporting Coproduction of Resources Informal Participative Theatre) is a project co-financed with the support of the European Union through the ERASMUS + who is meant to improve the quality of youth work provision across Europe.
From sept the23d and Oct the 2nd , all the partners of VIRAL for Local communities project attended the second learning teaching training meeting. Ten days to work together to learn how to make a VR video, from the script to the editing. All the video shooted can be seen and tested at the "VR TEST POINT" sattled at the public library in Santa Croce sukl'Arno-Pisa, Italy. Whoever can wear the visor and have a VR experience. People are then asked to fill in a form to express their impressions and feelings. All the collected datas will be useful to improve the final output.
After two years of continuous work, our Erasmus+ strategic partnership "Languages, Opening Gates to Society" (LOGS) has finished. Four organizations from four different European countries were involved:
- The Finnish Folk High School, Gothenburg, Sweden (coordinator)
- CFA Catalonia, L’Hospitalet de Llobregat, Spain (partner)
- Jazyková škola Poprad, Czech republic (partner)
- Tartu Folk High School, Tartu, Estonia (partner)
The objectives of projects were:
Stefan Jovanovski, human resources manager at A1 Macedonia: Together with our employees we will spend 50 thousand hours learning
The culture of learning is individual approach towards the need to develop, build up and acquire new knowledge. Regardless of our age or position at work, every one of us is responsible for our own continuous learning, explains Jovanovski
The aim of the Adult Educators’ Unconference is to promote the debating culture in the community of adult education and to bring the topics relevant for the community into focus, in order to find solutions to them together.
EAEA trainee Aizhana Khasanova interviewed Irish expert Niamh O'Reilly about the tradition of adult education in Ireland.
EAEA trainee Aizhana Khasanova interviewed German expert Lisa Freigang about the tradition of adult education in Germany.
EAEA trainee Aizhana Khasanova interviewed Danish experts Ove Korsgaard and Ole Buch Rahbek about the tradition of adult education in Denmark.
During my training mobility in Italy with my 9-month-old baby, as an adult educator, I drew some main conclusions about the learning process as well as about the choice and implementation of training methodology
Thank you for a lovely meeting at the annual EPALE conference.
We covered a wide range of subjects, and that matters.
On 9th October 1989, 30 years ago today, the demonstration of more than 70,000 citizens took place in Leipzig, initiating the internal and external opening of GDR society. Many things became possible all at once. Many became active. And there was much discussion. The "Wende" or "Revolution" of 1989 was also the work of women. Find out how the Erasmus+ project «Connecting Memories. The Power of the Past and the Future of Europe» contributes to the public appreciation of individual actors and women's groups.
In theory, adult education and lifelong learning empower and encourage the adult individuals to be flexible to learn throughout life, to gain new skills, even maybe choose to walk a new career path for improved competitiveness on the labor market.
„Įdomu, kiek yra žmonių, kurių nesu matęs, nors žiūriu į juos visą gyvenimą“ (John Steinbeck)
Suaugusiųjų mokymosi savaitės proga Vilniaus „Židinio“ suaugusiųjų gimnazija (Algirdo g. 23A) kviečia andragogus, mokytojus (ir ne tik) seminare „Apie baimę būti (savimi)“ patyrinėti gelmines žmogaus baimes: baimes būti savimi, gyventi savo autentišką gyvenimą ir juo dalintis su kitais. Su seminaro dalyviais paliesime šias temas:
- Kokios yra baimės ir kam jos reikalingos?
- Ko bijo suaugę žmonės?
Platforma EPALE, Centrum Euroguidance a Erasmus+ vzdělávání dospělých si Vás dovolují pozvat na INTERAKTIVNÍ WORKSHOP Zážitková pedagogika a storytelling ve vzdělávání dospělých.
Workshop se bude konat ve středu 4. 12. 2016 od 9 do 15,30 hodin v Hotelu Grandium, Politických vězňů 913/2, Praha 1.
Na workshopu Vám představíme EPALE - Elektronickou platformu pro vzdělávání dospělých v Evropě, dále Centrum Euroguidance a seznámíme vás s programem Erasmus+.
Eesti kvalifikatsiooniraamistik (EKR)
8-tasemeline EKR jõustus 1.septembril 2008. aastal kutseseadusega. EKR koosneb neljast alaraamistikust:
- üldhariduse kvalifikatsioonid
- kutsehariduse kvalifikatsioonid
- kõrghariduse kvalifikatsioonid
- kutsekvalifikatsioonid ehk kutsed
Kutsestandardiga seotud õppekavas on õpiväljundid kooskõlas vastavas standardis kirjeldatud kompetentsidega ning õppekava hindamiskriteeriumid on koostatud kutsestandardis esitatud tegevusnäitajate alusel.
Psühhodraama meetodeid kasutatakse tänapäeval väga laialt. Lühikursusel jagamegi tegevuslikke loovmeetodeid, mida saab ohutult kasutada nii teistes psühhoteraapia koolkondades kui ka laiemalt – õpetamises, sotsiaaltöös, (projekti)juhtimises, inimeste arendamises, jne.
Kursus sobib spetsialistidele (nõustajad, psühholoogid, sotsiaaltöötajad, pereterapeudid, noorsoo- ja lastekaitsetöötajad, õpetajad ja õppejõud, coachid), kes töötavad inimestega
nii individuaalselt kui viivad läbi grupiviisilist arendust.
T his document presents the key findings and recommendations in relation to the financing of non-formal education and training in the Republic of North Macedonia that resulted from the empirical research conducted by the Institute for Strategic Research and Education – ISIE in the period December 2018 – March 2019, within the Education for Employment in North Macedonia Project (E4E@мк).
Effective citizen participation in decision making processes and increased involvement of the civil society in the policy making processes are the basis of the project “Strong CSO’s for positive social change”. Enhancing the capacities of grass root CSO’s and increasing the transparency and accountability of local governments as well as creating networks between all stakeholders are the main goals of the activities conducted within the project. This info graphic is a overview of the project outreach, activities conducted and results achieved.
Manual for trainers to run a comprehensive training course to educate and empower Special Educational Needs and Disabilities (SEN/D) individuals at school or in the workplace to prevent and tackle bullying, from the project "DisAbuse Disablist Bullying".
DESCRIPTION of the project
How can we evaluate our competencies such as communication, teamwork, empathy, flexibility and problem solving?
How can we improve or develop them?
Started in 2016, the RECTEC project aims at promoting employability by identifying transversal skills and matching them with professional certifications.
The Family Skills project has released a Family Skills Toolkit to assist parents and carers who are still developing their own language skills and caring for children who are also building English ESOL skills. It contains weekly sessions, resources and activities and is free – those interested in obtaining a copy should use the link provided.
This Law regulates the activity, governance, management, financing, supervision and other issues related to open civic universities for lifelong learning.
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.