On the 25 February 2019, the Faculty of Education, Department of Arts, Open Communities and Adult Education at the University of Malta activated the University Senate's decision in favour of Recognition of Prior Learning (RLP).
Validation of prior learning
Naciye Akan, 73 years old, has finished his training for 340 hours in Şaphane district of Kütahya. Naciye Akan, 73 years old, in the Şaphane district of Kütahya, finished 340 hours of training and became a professional. Şaphane public education center by participating in the courses that continue to learn and produce Akan said, '' the house does not spend the time to sit. No age to contribute to production. My wife died years ago. I raised my own children and married them. Now I'm living again, working alone without anyone.
Quality and Qualifications Ireland (QQI) is participating in VISKA, Visible Skills of Adults, an Erasmus+ Key Action 3 Policy Experimentation and Innovation project in collaboration with partners in Norway, Iceland and Belgium Flanders. Below is VISKA Ireland’s latest update:
Do you know a tutor, individual learner, employer or project that deserves to be recognised for their learning achievements? The Festival of Learning is the biggest celebration of lifelong learning in England and is accepting award nominations until noon on 12 February 2019.
EPALE UK invites you to take part in our 2018 annual conference that covers a wide range of topics including culture and heritage, workplace learning, projects and partnerships, family and community learning, and prison education and sports. Our key speaker for the event this year is Sir Alan Tuckett.
International courses, job shadowing and other staff training opportunities are the cornerstones of European Continuous Professional Development (CPD) for educational staff within the Erasmus+ KA1 programme.
However, the KA1 programme is facing a number of challenges regarding accessibility of suitable courses and learning offers, quality control, competence validation and evidences of the impact of these CPD opportunities.
Working with youths has never been easy, especially nowadays, when young people are at risk of addiction, crime, and are threatened with aggression, prostitution, etc. Today's teenagers, who lack proper care from busy parents more often than ever before, need someone who will listen to them, understand them and help them find their own way. In response to this specific demand, a new profession was created: the youth worker [see: Ministry of Family, Labour and Social Policy]. Therefore, this article entitled ‘Logos and ethos of a youth worker” is dedicated to this new profession.
For new immigrants, integration into the labour market is a key requirement for gaining a foothold in their host country. To this end, counselling offers are required that are tailored to new immigrants and enable appropriate competency assessment.
ECVET is a framework for transferring and recognising learning outcomes across VET learning environments. QUAKE was a 2014 Irish Erasmus+ KA2 VET cross-sectoral project that set out to develop the capacity of VET teachers to implement ECVET. Mary Immaculate College in Limerick, Ireland was one of five partners in the project. Dr. Cathal de Paor, Director of Continuing Professional Development at the college, reflects on the project here.
The SIMHE member institutions provide guidance and advice for highly educated immigrants and immigrants eligible for higher education studies. In addition, they actively participate in various projects related to the education and competence development of immigrants.
In this podcast, Simon Broek interviews Brigitte Bosche and Anne Strauch from the German Institute for Adult Education about the GRETA-portfolioPlus project on validation of informal and non-formal competences of adult educators.
Michael Kenny looks at the underrated role of informal learning in creating lifelong learning societies
The ‘You Future, Your Volunteers’ concept combines a set of defined future volunteering skills, peer learning and foresight activities. Skills’ recognition has become a very important issue in voluntary work. Volunteer managers and volunteers alike are aware of the increased need for quality and efficiency, but also of the opportunities offered for volunteers by validation. In many of the countries involved in our project, the non-formal and informal learning opportunities offered by the voluntary sector are essential from an employability perspective for young people in particular.
Three parents from three corners of Europe reflect on their parental leave: what informal learning takes place during stay-at-home childcare?
Social entrepreneurship is a recent trend in the alternative economy which can also provide the long-term unemployed with interesting perspectives. But how you can ensure that people have the “right stuff” to be an entrepreneur? The CHEER competence assessment model is one option.
At the 3rd VPL Biennale, which took place between 7 - 8 May 2019, in Berlin, EPALE Germany conducted an interview with An De Coen from IDEA Consult. She and her team were commissioned with calculating how much it would cost to establish and maintain a VPL System in Flanders. In the interview, Ms De Coen talks about why calculating the cost is so important and how the model for calculating it might be transferable to other countries.
The European e-learning course on teaching and learning basic skills continues! You are welcome to join anytime.
The module "Tailor-made offers" (17.9.-15.10.) looks how to offer adults education and training based on mapping their individual needs.
Through five sessions focusing on practises in Iceland, Portugal, Sweden, UK and more European countries, different aspects are explored:
- How can tailored-made offers better support adults with low level of skills?
- How can learning offers be a part of local community development?
La convocatoria 2019 para la convalidación de estudios españoles por Formación Profesional tiene el plazo de solicitudes abierto hasta el 30 de octubre de 2019. Está dirigida a centros educativos públicos y privados autorizados. Puede consultar la guía de registro de solicitudes para los centros educativos en este enlace.
Many times we are lost in life, and don't know the clear direction.
80% of the world’s population don’t know what they desire to do in life and a half feels like changing something but don’t know where to start.
We created the Self-Hack method to give yourself time and space to think about your life and the direction you would want to take. It's based on Design Thinking, Stanford's life design principles and positive psychology. During the day we use different canvases, share experiences (with dialogue) and help each other to find the best things in life.
Die berufliche Integration von arbeitsmarktfernen Personen ist eine immer größer werdende Herausforderung. Die herkömmlichen Instrumente der Beratung und Vermittlung stoßen dabei oft an ihre Grenzen. Welche Möglichkeiten bleiben dann noch für BeraterInnen und Einrichtungen, Kompetenzen zu ermitteln und Perspektiven für die Integration zu entwickeln?
Ministero dell’Istruzione, dell’Università e della Ricerca Ufficio Scolastico Regionale per il Lazio
CPIA 10 CENTRO PROVINCIALE ISTRUZIONE ADULTI FORMIA
Progetto CRS&S seconda annualità – DD 1538/2017 – Piano nazionale triennale della ricerca
“Competenze ed accoglienza in un’ottica di rete”
Evento Conclusivo e di Restituzione Giovedì 27.06.2019 - ore 10.00 presso IPSOA “CELLETTI” FORMIA
Programma - Saluti della Dirigente Scolastica dell’ “IPSOA” Celletti – Formia Prof.ssa Monica Piantadosi
The Erasmus+-project SCOUT compiled a toolkit for the counselling and competence assessment of new immigrants.
In the context of the support to the setting up of a national system for Validation of non-formal and informal learning in North Macedonia, as a top priority of the political agenda for adult education in the period 2016 -2020, our Center supported the development of the document: “VNFIL in E
In the context of the support to the setting up of a national system for Validation of non-formal and informal learning in North Macedonia, as a top priority of the political agenda for adult education in the period 2016 -2020, our Center supported the development of the document: “Analysis o
The purpose of this overview is to contribute to the formation of a common language and understanding of the concept of prior learning and what it means to recognise prior learning across all professional fields that deal with adult competences.
The overview is based on a broad, development-oriented approach of recognising prior learning, and cases have also been included to serve as practical examples.
The overview is also available in danish.
The European Centre for the Development of Vocational Training (Cedefop) released the European guidelines for validating non-formal and informal learning.
This policy brief has been developed by the Nordic Networkof Adult Learning (NVL) in order to highlight the results already achieved in the field of validation in the Nordic region, and to point out further actions needed for the implementation of the European Council recommendation.
The knowledge base for the policy brief has been created by the NVLs Nordic Expert Network on Validation. To learn more about the Nordic cooperation in the field of validation, please, visit the network’s website: www.nvl.org/validering
EPALE National Support Service issues an electronic magazine each month tied to the thematic focus on EPALE. The magazine contains a selection of most read blogs on the platform translated into Serbian and other articles relevant to adult education in Serbia and Europe.
In accordance with the EPALE monthly focus the magazine in December 2018 dealt with Volunteering in adult learning.
The presentation by Martina Ní Cheallaigh (European Commission, DG Employment, Social Affairs and Inclusion) sets the context of the European Council's recommendation on Upskilling Pathways with a special emphasis on adults without upper secondary qualification (or equivalent). The presentation provides overall data on the skills of the target group, it highlights relevant elements of the recommendation and guides the reader through the main details of the Upskilling Pathways in terms of priorities, deadlines and challenges.