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EPALE

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

 
 

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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.

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 study explores how ways of learning adapt or change through life, and the influence of internal and external forces.

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 study shows how researchers and practitioners came together to investigate the experiences of adult returners to full-time education, and specifically students in a Pre-Entry Access Course at the University of Strathclyde.

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 study highlights the necessity of establishing good practice in research and evaluation with regard to programmes that are designed to widen access to Higher Education for those from areas of traditionally low participation.

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.

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 study describes how the research community in Higher Education can maintain links with practice through the research dissertation and practical placement elements of an undergraduate.

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 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 study describes the process of developing the continuing education programme for teacher of Roma students at the basic schools.

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. The case study examines access to LLL of blind and partially sighted people in Slovakia.

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. The case study examines ULLL for pre-university teachers.

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