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EPALE

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

 
 

Citizenship, Democracy and Lifelong Learning is an outcome of an international seminar organized by the UNESCO Institute for Education (UIE) in partnership
with the Faculty of Education of the University of Hamburg in June, 2002.This publication contains a selection of papers representing key issues that were addressed during the seminar. It does not claim to contain an exhaustive discussion on citizenship, democracy and lifelong learning but it aims to highlight questions that are not often raised.

This book gives an account of the research efforts deployed at the independent evaluation of NOI. The New Opportunities Initiative (NOI) is one of the largest governmental programmes in recent decades to massively upgrade qualifications acquired. It demonstrates among others that recognition of non-formal and informal learning is crucial in order to improve competences needed in our societies today. Written on empirical evidence, this publication encompasses seven papers which were submitted to an extensive peer review procedure inspired by best practices in academic refereeing.

Proceedings and Outcomes of the Socrates/Grundtvig Network “International Adult Learners Week in Europe” (IntALWinE).

This documents provides a compilation of journals from adult learners who took part in the European Commission's sponsored International Adult Learners' Week in Europe.

The delegates of the International Adult Learners’ Conference held from 31 March - 4 April 2009 in Scotland agreed on a International Adult Learner's Charter.

The Sixth International Conference on Adult Education (CONFINTEA VI) was convened by the Director-General of UNESCO, following 33 C/Resolution 5 and 175 EX/Decision 9, adopted by the 33rd Session of the General Conference of UNESCO. At the invitation of the Government of Brazil, the Conference, with the theme Living and learning for a viable future: the power of adult learning, was held at the Hangar Convention Center, Bel?m do Par?, from 1 to 4 December 2009.

This Global Report on Adult Learning and Education builds on strong foundations. Since the first International Conference on Adult Education in 1949, UNESCO Member States have convened every twelve years to discuss the state of adult education in their countries. Since then, Member States committed to reporting every three yearson the development of adult learning and education, and they called on UNESCO to produce the Global Report on Adult Learning and Education (GRALE) at regular intervals.

The provision of non-formal literacy programmes for adolescents and adults is very diverse. On the one hand this diversity is a rich source because of the flexibility it offers, on the other hand it makes the governance of literacy policies more complex. UIL has initiated a multi-country action research project (RAMAA) to measure literacy programme participants’ learning outcomes. The project takes account of governance issues in such diversity.

The 24 papers collected in this book document the debates and discussions in the Shanghai International Forum on Lifelong Learning in May 2010. The aim of the Forum was twofold: to reinforce the momentum for lifelong learning engendered by the Sixth International Conference on Adult Education (CONFINTEA VI), and to share Member States’ best practice in harnessing the lifelong learning discourse as a comprehensive course of action for establishing learning systems and societies.

Ressources

Experience exchange and knowledge transfer are crucial means of promoting literacy and numeracy efforts. In order to encourage all key actors to share their experiences and gain inspiration from innovative approaches in the field of literacy, the website provides a selection of effective adult literacy and numeracy programmes from all regions of the world.

This bibliography about Adult Education: Quality Assurance, Educational Outcomes was compiled in February 2009.

Ressources

Family Literacy bibliography based on the holdings of the UNESCO Institute for Lifelong Learning, Documentation Centre and Library. Compiled by Imke Behr, last update May 2011.

UNESCO Institute for Lifelong Learning. List of resources on recognition and accreditation of learning compiled by Imke Behr in May 2007 and updated in November 2010.

A selection of resources on adult education in prison compiled by Kerry Gittins and Lisa Krolak in February 2004 and updated by Imke Behr in August 2010.

This first OECD Skills Outlook presents the initial results of the Survey of Adult Skills (Programme for the International Assessment of Adult Competencies), which evaluates the skills of adults in 24 countries. It provides insights into the availability of some of the key skills and how they are used at work and at home. A major component is the direct assessment of key information-processing skills: literacy, numeracy and problem solving in the context of technology-rich environments.

Ressources

Education at a Glance: OECD (Organisation for Economic Co-operation and Development) Indicators is the authoritative source for accurate and relevant information on the state of education around the world. It provides data on the structure, finances, and performance of the education systems in the OECD’s 34 member countries, as well as a number of non-member G20 nations.

Since 2000 the European vocational education and training (VET) policy initiatives are focusing on facilitating mobility, progression and lifelong learning of European citizens in the context of their professional and educational pathways. These initiatives have led to the elaboration of the European Qualifications Framework for lifelong learning (EQF), and the European credit system for vocational education and training (ECVET).

Paper on the global consultation on the development of adult education (AE) within the framework of the agreements made in the last CONFINTEA1 in Belem. The paper analyses two aspects of this consultation: the first one refers to the definition of adult education supported by institutionalized systems and public services in each country and the second one refers to the existence and recognition of "other" modalities, whether non-formal, community or of social selfmanagement.

Eurypedia offers comprehensive descriptions of 38 European education systems, usually at national level, but sometimes also at regional level. All information is available in English with some national information available in the language of the country or region concerned. Aiming at providing the most accurate picture of education systems and latest reforms in Europe, Eurypedia is a resource tool which is regularly updated and completed by the Eurydice Network.

The Adult Education Survey (AES) is part of the EU Statistics on lifelong learning. The first wave (pilot) of the survey - also named 2006 AES - has been carried out by countries in the EU, the European Free Trade Association and candidate countries between 2005 and 2008: for the first time, it set up a common EU framework including standard questionnaire, tools and quality reporting. The second wave, which is the most recent data collection also named 2011 AES, has been conducted by EU countries and EFTA countries between July 2011 and June 2012.

The purpose of this paper is to give an overview of the conclusions and recommendations of the Accessible Information Provision for Lifelong Learning (i-access) project and highlight how these recommendations can support the implementation of existing EU and international policy priorities.The increase in signatories to the United Nations Convention on the Rights of Persons with disabilities has intensified debates on critical issues relating to equal access to information for all – especially in the field of education.

The PIAAC (Programme for the International Assessment of Adult Competencies) Invitational Research conference took place from November 13–15, 2013.

Second edition of European Civil Society Platform on Lifelong Learning (Eucis -LLL) magazine on "We Make Europe, Active Citizenship and Lifelong Learning". The purpose of this magazine is to bring together various perspectives and experiences to reflect the wealth and dynamism but also the limitations and pitfalls of what it means to be an active European citizen today.

The purpose of this case study has been to do an approach to the access and participation of the students with special needs derived from their disabilities. It investigates how this intergration is perceived at the University from the perspectives of teaching/research staff, administration/services personnel and students, including students with disabilities.

This is a case study produced by the Dialogue project Bridges between Research and Practice in universities of lifelong learning (ULLL). The key purpose of the DIALOGUE- Grundtvig network was to bridge the gap between academic research on ULLL and the professional practice around adult teaching, learning and guidance within ULLL-provision. This case looks at how a journal can promote dialogue between theory, research. policy and practice in adult and community learning. The case study examines access and participation of adults in lifelong learning especifically older learners.

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