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Plateforme électronique pour l'éducation et la formation des adultes en Europe


In the XXI century universities face new expectations and challenges. The purpose of the European Universities’ Charter on Lifelong Learning is to assist Europe’s universities in developing their specific role as lifelong learning institutions. The Charter has been elaborated by the European University Association on the basis of extensive consultation, not only with EUA member universities and Rectors’ Conferences, but also with a wide range of European higher education stakeholder organisations.

The report, by CfBT Education Trust, discusses the impact qualifications and training may have on employment prospects in general, and explores how useful employers rate education received in prison and where these perceptions stem from.

The report is broken down into broad themes which are explored in turn within the report:

Novo poročilo Eurydice z naslovom Adult Education and Training in Europe: Widening Access to Learning Opportunities (Izobraževanje in usposabljanje odraslih v Evropi: širitev dostopa do priložnosti za učenje) daje odgovore na vprašanja, kot so: ali imajo vsi odrasli v Evropi enake možnosti za vseživljenjsko učenje? Kakšne vrste programi obstajajo za odrasle brez znanj, spretnosti in kvalifikacij, da bi bili uspešni na trgu dela in v družbi? Kaj države naredijo za to, da bi se odrasli izobraževali in učili?

The Basic Skills Job Profiles are tools meant to facilitate the design of basic skills training tailored to the specific needs of the workplace and the individual learner. The profiles describe how each of the basic skills are used by workers in a particular occupation. They are based on the job competence goals, another tool developed by Vox. Read the article about how the profiles can be put to use.

The possible ways of applying coaching as a method of adult learners’ leadership competence development are disclosed in the article. The structure of holistic leadership competence is identified theoretically. Leadership competence is argued to be the one of the most important competences that presuppose the self-realization of adult people, their career success, motivation to achieve personal and professional goals.

Straipsnyje atskleidžiamos koučingo taikymo galimybės ugdant suaugusiųjų besimokančiųjų lyderystės kompetenciją. Teoriškai apibrėžiama holistinės lyderystės kompetencijos struktūra, akcentuojama, kad sėkmingam gyvenimui nuolatinės kaitos sąlygomis svarbūs žmogaus emocinio intelekto, kritinio mąstymo, gnostiniai gebėjimai. Teigiama, kad koučingas yra vienas efektyvių šiuolaikinių metodų, ugdančių lyderystės gebėjimus.

Straipsnyje teoriškai aptariami mokyklų vadovų kompetencijų ugdymo(si) organizavimo principai. Teoriškai teigiama, kad nuolatinės švietimo kaitos kontekste mokyklų vadovų kompetencijų ugdymas(is) turi būti tikslingas, nuoseklus procesas, suderintas su vadybinės karjeros švietime etapais bei specifiniais mokyklų vadovų ir jų organizacijų poreikiais.

Pristatomo straipsnio objektas – suaugusiųjų žmonių komunikacinė kompetencija kaip jų gerovę sąlygojantis veiksnys. Straipsnio problematika  kontekstualizuojama Lietuvos ir Latvijos šalių ekonominės raidos tendencijose. Gyvenimo kokybės ir žmonių gerovės sampratos itin aktualios tiek Lietuvoje, tiek Latvijoje, kurioms atsivėrė naujos galimybės po išgyventos ekonominės krizės. Lietuvai ir Latvijai, kurios integruojasi į europinę ir pasaulinę bendruomenę, komunikacinė kompetencija ypač aktuali.

The object of the presented article is the communicative competence of adults as a factor of their well-being. The issues of adults‘quality of life and well-being are discussed in the context of Lithuania and Latvia‘s economic development. The quality of life as well as human well-being in Latvia and Lithuania is improved with the emergence of new possibilities and opportunities after the economic crisis. On the one hand, the foreign language competence is desirable and indeed necessary for tackling these possibilities and opportunities.

Raportul de cercetare „Profilul Profesioniștilor din Educația Adulților în Sistemul Penitenciar” a fost elaborat în cadrul proiectului Suportul European de Integrare a Profesioniștilor din Educația Adulților în Sistemul Penitenciar EIS-ALP 539414-LLP- 1-2013-1-RO-GRUNDTVIG-GMP. EIS ALP este un parteneriat dinamic și inovator care urmărește dezvoltarea educației în penitenciarele din întreaga Europă. Proiectul este finanțat de Comisia Europeană care implică parteneri din întreaga UE.

The report published by the City & Guilds Group, gives an overview about the English skills and employment policies since the early 1980s. It highlights that the frequency of structural and policy change had an "unintended" impact on the skills and employment system.

This report, by The Institute for Learning (IfL), forms the second phase of a consultative process originally commissioned to work alongside the Learning and Skills Improvement Service (LSIS) to inform the independent Commission on Adult for Vocational Teaching and Learning, set up by the government following the publication of the skills strategy, New Challenges, New Chances (BIS, December 2011)

The final report of a two-year adult numeracy project in the United States. It describes this issue as one of the most complex, neglected, and extremely important areas of adult education.

It lays out the case for reform and explains their view of the differences in the US between traditional school mathematics and ‘numeracy’ and why we should care. The messages are just as pertinent and applicable here in the UK

Launched at the European Jobs and Skills Summit in spring 2014, this first annual European Jobs and Skills review takes an in-depth look at trends in employment and unemployment in countries and regions across Europe.

Facts and figures

U ovom radu predmet proučavanja je koncept cjeloživotnog
učenja u Švedskoj. U svrhu razumijevanja samog pojma prikazane su opće geografske, ekonomske i društvene karakteristike Švedske kao osnova za stvaranje pozitivne svijesti o važnosti obrazovanja i ljudskog kapitala. Objašnjena su mišljenja švedskog društva u pogledu cjeloživotnog učenja.

A report by The University of Roehampton on fourteen years of prison reading groups.

The Prison Reading Group project began in 1999 and has helped set up over 40 groups in male and female prisons. They are run by volunteers with the help of prison librarians and meet the needs of each setting: some are monthly and some weekly; some tie in with Family Days; some involve reading aloud, and so on.

The development of Estonian qualification system began on request of the Government of the Republic of Estonia in 1998, when Estonian Chamber of Commerce and Industry established a Qualification Reform Team and the first occupational qualification standards were devised. Since 2001, the occupational qualification system has been developed by Estonian Qualification Authority (Kutsekoda). Since 2008 the occupational qualifications system is governed by the Professions Act.

Issued jointly by Department for Education (DfE) and The Department for Business, Innovation & Skills (BIS).

This report acts as a summary of the Government's strategy for vocational training, and also as a snapshot of progress so far. The main issues are summarised as:

NIACE makes the case for increased investment in adult learning. As Government budget cuts take effect, FE spending fell by 23% 2007-2013. In this policy briefing NIACE argues that public investment in learning for adults supports a stronger economy, promotes social inclusion and is vital for the country’s prosperity and wellbeing.

A 32-page brochure presenting the key findings from the Survey of Adult Skills

Summary of key findings of the 2013 OECD report on adult skills in the 24 richest countries. Report finds the UK better than average in literacy and working with computers, but below average in numeracy. The report also shows a slight decrease in literacy and numeracy among young people compared to those 55 and over.

Este plan estratégico, fruto de la colaboración entre las Administraciones educa­tivas territoriales y el Ministerio de Educación, Cultura y Deporte, tiene como objetivo potenciar la educación y la formación de los ciudadanos de nuestro país a lo largo de la vida. Además, se pretende que la participación en el mismo esté abierta a otras administraciones y organizaciones que tengan entre sus competencias la formación permanente.


During the period March 2013 – August 2014, Andras, together with the Estonian Ministry of Education and Research, was coordinating the project AGENDA - Implementation of the European Agenda for Adult Learning.

The importance of adult education has been affirmed in recent policy documents in several countries, justified in terms of its benefits to individuals and the wider benefits society draws from having a better educated population. Rarely is policy on adult education tied in to policies on the development of place, especially to current interest in the development of learning cities. This paper identifies policy drivers essential for embedding learning in the processes of learning cities.

10. februára 2015 bola zverejnená nová správa Eurydice, prinášajúca dôležité informácie o vzdelávaní dospelých. Prostredníctvom súhrnného prehľadu politík a údajov týkajúcich sa obnovenej Európskej agendy pre vzdelávanie dospelých je cieľom tejto správy podporiť výmenu v oblasti politík a dobrej praxe medzi európskymi krajinami.

Straipsnyje analizuojama refleksijos kaip integralios mokymosi mokytis kompetencijos dalies reikšmė suaugusio žmogaus ugdymosi procese. Šiuolaikinio pasaulio iššūkiai kelia naujus reikalavimus suaugusiam žmogui. Visuomenei senstant darbo rinkoje didėja vyresnio amžiaus žmonių, o augant migracijai – kitų tautybių atstovų. Technologiniai pokyčiai lemia aukštos kvalifikacijos darbuotojų poreikį. Žmogui, norinčiam sėkmingai dirbti profesijos srityje, nebepakanka vienos kompetencijos ir vienos kvalifikacijos.

Los premios Miguel Hernández están dirigidos al reconocimiento y difusión de la labor realizada por instituciones públicas, entidades privadas sin ánimo de lucro y centros de educación de personas adultas de todo el Estado, que se distingan por su aportación eficaz al aprendizaje de personas adultas. Desde su creación en 1991, gozan de gran prestigio como referente de buenas prácticas en el aprendizaje a lo largo de la vida. Cada año, los trabajos premiados y los que obtienen mención honorífica son publicados para su difusión y conocimiento.


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