As many workers express their concern about the potential impact of technology on their jobs, a new study looks at the upcoming changes on the labour market and how workers would like to acquire new skills.

This policy brief, produced by the Horizon 2020 Enliven project, looks at the barriers that keep adults in Slovakia from learning, and the opportunities that exist.

This policy brief reports outcomes from the interdisciplinary project ENLIVEN on developing an Intelligent Decision Support System (IDSS) to support informed decision making in policy making.

In dem Themenheft des Bundesverbands für Alphabetisierung und Grundbildung e.V. werden verschiedene Aspekte rund um das Thema Podcast von der Suche bis zur Erstellung erklärt.

Les Sentiers métropolitains sont des itinéraires de randonnée dans des villes européennes et leurs périphéries conçus comme des écoles ouvertes à tou-te-s. 

DIGITALNI INFORMATIVNI LETAK, DECEMBAR 2019

DIGITALNE VJEŠTINE I ONLINE UČENJE U BOSNI I HERCEGOVINI

Zadnje e-Novičke tega leta zaokrožajo dogajanje v izobraževanju odraslih in zaključujejo leto 2020. Postavljeni smo bili pred številne izzive in smo jih uspešno premagali.

Niniejszy tekst prezentuje metodę projektowania warsztatu, szkolenia lub innego działania edukacyjnego poznaną podczas treningu “Training for Trainers” w marcu 2020 roku. Została ona zaprojektowana do pracy z osobami dorosłymi;  znajduje zastosowanie w działaniach edukacyjnych prowadzonych na rzecz różnorodnych grup odbiorców.

What is the state of non-formal adult education in Europe in 2020? EAEA has asked its members to provide their feedback on new policy developments, how they have been coping with the ongoing COVID-19 crisis, and more. Since 2020 EAEA's country reports are only available in a digital format.

The present document intends to briefly summarize the results of the last stage of the MIRVA project, which consisted in validating the assumptions put forward in IO1: The Open Recognition Framework. When relevant, the document discusses also how some of the guidelines on how to put open recognition into practice have been validated on the local level. The document has been drafted by the Erasmus+ MIRVA project consortium.

The Open Recogniton Framework, developed in the Erasmus+ MIRVA project, contributes to “making informal recognition visible.” While formal recognition is obviously visible and the formal recognition of informal learning too, informal recognition remains mainly hidden and therefore of little transactional value. It demonstrates how lifelong learnind and adult learning and education could benefit from a more horizontal approach to recognition of skills, competences and attitudes. 

Every year, the EAEA celebrates innovation and excellence in non-formal adult education. The annual EAEA Grundtvig Award collects examples of great practices and brings creative and out-of-the-box results that create change, new partnerships and connections, new methodologies and an understanding of how we can work in adult learning.

After an enriching two-year journey that gathered more than 200 practitioners all over Europe, the partners of the project Upskilling Pathways for Adult Education Professionals (UP-AEPRO) are ready to launch the UP-AEPRO policy recommendations. The recommendations are part of an advocacy toolkit which will support policymakers, organisations and providers working adult education to implement the Upskilling Pathways initiative (UP) in their countries.

This Toolkit consists of “Methodological nuggets” - descriptions of the best consortium methods, approaches and good practices used in working with people with low educational skills and their surroundings (family, neighborhoods) with peer review from our trainers and educators. It was put together by the Education by the way project consortium. Tools include improvisational theatre, flipped learning, digital storytellling, and more. 

This MIRVA project outcome is designed to address adult education providers and training centres and the professionals working there. The objective is to raise their awareness on the different modalities for recognising learning and achievements so they can be translated into some form of recognition by education and training providers, for example to translate informal recognition into formal recognition during a recognition of prior learning process.

Diese Publikation zu Resilienzförderung in der Grund-/Basisbildung wurde im Rahmen des Erasmus+ Projekts „RESET Building Resilience in Basic education“ entwickelt.

Background: Despite the known contribution of sport to health and well-being, sport participation declines in older age. However, for some people, sport continues to play an important role in older age and may contribute to improved health and well-being in older years. Although the health-related benefits of participating in sport are commonly reported, the reasons why some older adults continue to play sport are not well understood.

"This position paper seeks to encourage a debate and provide recommendations on the strategic role of education, training and lifelong learning in paving the way towards a sustainable future for Europe and beyond, including how this may be reflected in the implementation of the European Skills Agenda, European Education Area, Digital Education Action Plan, European Research Area, European Green Deal, EU Recovery Plan and other EU strategies," writes the Lifelong Learning Platform in its new position paper.

Correspondendo ao contributo do Institute for Lifelong Learning para a Comissão Internacional da UNESCO sobre o Futuro da Educação, esta publicação defende que a criação de uma cultura global de aprendizagem ao longo da vida será a chave para fazer face aos desafios da humanidade, à crise climática, às mudanças tecnológicas e demográficas e ainda às desigualdades exacerbadas pela pandemia COVID-19.

Esta publicação centra-se nos desenvolvimentos que ocorreram, por toda a Europa, até final de 2019, com respeito aos Quadros Nacionais de Qualificações