Durante la segunda mitad del año, los Servicios Centrales de Apoyo han organizado 8 webinars para los Servicios Nacionales de Apoyo. Estos webinars, a los que hemos asistido y participado activamente desde el NSS EPALE de ESPAÑA, han sido valorados muy positivamente.

In the project Climate protection on site, new strategies in adult education were developed with the aim of motivating local people to do more climate and environmental protection. It was about a combination of theoretical input in the context of workshops but also practical experience of initiatives and projects, which are already implemented locally. Of particular interest is the cultural and climatic differences in the participating countries and how they deal with the issue of environmental and climate protection and which strategies they develop.

The Didactical guide on employability - A Guide for Teachers to support Master’s and PhD students preparing for successful future work in the field of Adult learning and Education (Boffo & Tomei, 2020) now is published. It comprises great contributions and ingsights into teaching employability from the University of Florence, the University of Lisbon and Dublin City University.

The number of career transitions is increasing. Society is constantly changing as a result of technological changes, demography and globalization. This makes it necessary to analyze and explore policy options with respect to adult education. This report focuses on policies related to the promotion of individual self-determination in the field of life skills upgrading and retraining (basic skills/key competences, vocational skills and development of active citizenship).

Het aantal loopbaanwisselingen neemt toe. De samenleving verandert voortdurend als gevolg van technologische veranderingen, demografie en globalisering. Dit maakt het analyseren en verkennen van de beleidsopties ten aanzien van de volwassenenedudatie noodzakelijk. In dit verslag ligt de focus op beleidslijnen gerelateerd aan het bevorderen van zelfbeschikking van individuen op het gebied van bij- en omscholing van levensvaardigheden (basisvaardigheden/sleutelcompetenties, beroepsvaardigheden en ontwikkeling van actief burgerschap).

Detsember 2020

Loe Andrase tegemistest ja täiskasvanuhariduse uudistest lähemalt: 

KLIVA- utredningen lämnade över sitt betänkande tilll skolministern Anna Ekström den 1 december 2020.

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.