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EPALE

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

 
 

This manifesto has been written by reading adult learners from Belgium, France, Germany, Ireland, Netherlands, Scotland and Spain. This manifesto has been developed in the framework of the Eur-Alpha network (2009 – 2012).

This report summarises the work undertaken by the Eur-Alpha network composed of 16 partners from 12 countries. The report focuses on the development of literacy and basic skills for adults as an essential element in building a European knowledge society.

The European Qualifications Framework-Pro’s (EQF-Pro) main objective was first to understand what was happening concretely in some countries in higher education institutions at EQF levels 5 and 6, then, to analyse what were the elements likely to explain this situation. The final objective was to elaborate - on the basis of the analysis of qualifications (29) awarded at level 5 or 6 in two sectors, Bank/Insurance and IT - some propositions and recommendations on potential solutions.

This case-study focus on the post-graduation experience in Education at the University of Porto.This report was prepared by Isabel Menezes and Pedro Teixeira from the University of Porto after a review of data on post-graduation in Education, including guidelines and curricular documents for Masters and PhD in Education, reports about students and their profiles, and the theses and dissertations completed since 2005.

This case study describes the ‘Return to Learning’ programme designed by the Department of Adult and Community Education at NUI Maynooth, which has been running for almost twenty years. The case study outlines the origin of the return to learning project, how it functions and uses it to analyse the development of access programmes across HE in general in Ireland. The case study concludes with a summary of the issue this raises for ULL.

The following case study describes the development of a ‘satellite’ campus by the Department of Adult Education in the National University of Maynooth (NUIM). This outreach campus was established in Kilkenny in the south east of Ireland in 1997. It outlines the origin, rationale and functioning of the campus and ends by considering the strengths, limitations an future prospects for NUIM Kilkenny.

Case study about a new national program called Noste (Finnish Adult Education and Training Initiative) started by the Finnish government aimed at raising the educational level of adults of thirty to fifty-nine years of age who have not completed their secondary education. This was compiled as part of the Dialogue project which aimed at bridging the gap betweenacademic research on universities of Lifelong Learning (ULLL) and the professional practice around adult teaching, learning and guidance within lifelong learning provision.

The main aim of this project was to enable planned route for adults (who are in working life) towards their degree studies in law and widen this way the adult’s possibilities to get into a university. The other objective was to organise law studies to wider public by organising it in the regionally wide spread Summer Universities.

The EUCEN observatory on Lifelong Learning has been developed by the European University Continuing Education Network (EUCEN) with initial support from the lifelong learning policies unit of the European Commission. It aims at developing Lifelong Learning at European level. The objectives are to provide an understanding of the major European reforms that are taking place in Higher Education concerning Lifelong Learning. The observatory provides information on the major European Policies and three Processes for University Lifelong Learning: 1. The Lisbon Process; 2. The Bologna Process; 3.

The main objective of the ALLUME project and of the European Universities Continuing Education Network was to explore ways to increase the participation of universities in lifelong learning and to produce “A Lifelong Learning University Model for Europe”. ALLUME intended to contribute to this implementation process on the basis of best practices at work in universities having already built and integrated successful lifelong learning strategies.

The COMPASS project created an evidence base for in-depth knowledge about the state of play and the difficulties and challenges in implementing National Lifelong Learning strategies. It provided a platform of exchange and sharing best practices and nourish the discussions on regional, national and European level for future workplans and recommendations towards a European Lifelong Learning Area.

The COMPASS project created an evidence base for in-depth knowledge about the state of play and the difficulties and challenges in implementing National Lifelong Learning strategies. It provided a platform of exchange and sharing best practices and nourish the discussions on regional, national and European level for future workplans and recommendations towards a European Lifelong Learning Area.

The BeFlex Plus project set out to address the problem that universities of lifelong Learning (ULLL) has not been high in the priorities of the Bologna process, until recently. It builds on the first BeFlex project funded under the Socrates programme, which provided a baseline of the state of play in ULLL and the use of Bologna tools in it development.These case studies represent one of the outputs of the project to achieve these objectives.

The BeFlex Plus project set out to address the problem that universities of lifelong learning (ULLL) has not been high in the priorities of the Bologna process, until recently. It builds on the first BeFlex project funded under the Socrates programme, which provided a baseline of the state of play in ULLL and the use of Bologna tools in its development.These training materials represent one of the outputs of the project to achieve these objectives.

This project aimed to monitor the way in which the flexibility offered by the Bologna reforms and tools are being used to develop universities of Lifelong Learning (ULLL) and to map progress since the first BeFlex survey in 2006. It also sought to provide a new focus on the use of the Bologna tools in supporting and promoting regional learning partnerships, identifying different models of collaboration between Universities and other providers and stakeholders for promoting participation and progression into and through ULLL.

EUCEN’s objective in the BEFLEX project was to verify and measure the impact of the Bologna process on ULLL policy and practice implemented by ULLL/UCE services in higher education institutions in recent year. These are the case studies on BeFlex Benchmarking Flexibility in the Bologna Reforms presented by Pat Davies (EUCEN), on behalf of the project partnership.

The objective of the European Universities Continuing Education Network (EUCEN) in the BEFLEX project was to verify and measure the impact of the Bologna process on universities of lifelong learning (ULLL) policy and practice implemented by ULLL/UCE services in higher education institutions in recent year. This is the final report BeFlex Benchmarking Flexibility in the Bologna Reforms presented by Pat Davies (EUCEN), on behalf of the project partnership.

The EU GRUNDTVIG project “TRAIN – Professionalization of Literacy and Basic Education – Basic Modules for Teacher Training” began in October 2006. The project expanded for two years and involved partners from Germany, Ireland, Slovenia, France, Cyprus and Switzerland. The project produced country reports on professional development in the field of Literacy and Basic Education based on a questionnaire.

The EU GRUNDTVIG project “TRAIN – Professionalization of Literacy and Basic Education – Basic Modules for Teacher Training” began in October 2006. The project expanded for two years and involved partners from Germany, Ireland, Slovenia, France, Cyprus and Switzerland. This is the introduction to the strategies for five continuing basic education modules for teachers in the area of literacy and basic education.

The SENIOR CAPITAL project wishes to contribute to the economic competitiveness of CENTRAL EUROPE through developing knowledge and enlarging quality work force with a focus on seniors. The specific project’s objective is to put transnational strategies into action to better exploit the economic potential of an ageing population while creating opportunities for businesses. This report aims to provide a European Benchmark for senior specific education and employment services.

This report maps the development of the Programme, from determining what should be measured, to defining the meaning of PIAAC’s (Programme for the International Assessment of Adult Competencies) three core domains, “literacy”, “numeracy” and “problem solving in technology-rich environments”, to designing assessment tasks and determining how those tasks will be interpreted. It summarises the draft frameworks, developed by dedicated experts, for each of the assessment domains, and includes examples of the items and stimuli used to measure proficiency in the three domains.

VINEPAC seeks to improve the adult educator’s image and to consolidate their professional status, and also promotes the compatibility, transferability and transparency of competencies and qualifications at European level. The quality of our attempt is guaranteed by the complementary of the partner institutions, covering in a coherent, functional network of all the authorities supposing to contribute to it: universities, research pedagogical institutes, accreditation bodies and their respective networks of practitioners.

This bibliography is published annually to inform the staff of the UNESCO Institute for Lifelong Learning (UIL), researchers and institutions working in the field worldwide about publications on lifelong learning acquired by the Documentation Centre of the UIL. For electronic subscription of the lists please contact UNESCO at uil-lib@unesco.org.

Lifelong learning is at the core of UNESCO’s mandate. Since its founding, the Organization has played a pioneering role in affirming the critical role of adult education in the development of society and promoting a comprehensive approach to learning throughout life.

The UNESCO Institute for Lifelong Learning (UIL) published a research study titled “Literacy and Women’s Empowerment: Stories Of Success And Inspiration” in contribution to the International Literacy Day on 8 September 2013. The study describes innovative approaches to developing literacy and learning for women, who are the majority of the world’s non-literate adults.

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