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EPALE

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

 
 

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.

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 higher education for 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. The case study links research and practice at post-graduation level at the University of Porto.

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 the return to learning programme as a bridge to higher education.

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 how to widen participation and outreach campuses in Ireland.

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 examines the widening possibilities to study university degree-oriented studies (Administrative Law) in the open university 2007-2010.

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. Case study about Noste (Finnish Adult Education and Training Initiative) aimed at raising the educational level of adults of thirty to fifty-nine years of age who have not completed their secondary education in Finland.

This is a report 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 report examines university and lifelong learning in Scotland.

This is a report 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 report examines university and lifelong learning in Spain.

This is a report 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 report examines university and lifelong learning in Slovakia.

This is a report 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 report examines university and lifelong learning in Romania.

This is a report 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 report examines university and lifelong learning in Portugal.

This is a report 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 report examines adult learning and lifelong learning in Ireland.

This is a report 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 report examines research and study at university in Finland.

In 2011, The Department for Business, Innovation & Skills commissioned Taylor Nelson Sofres to conduct longitudinal research in order to build a deeper and more robust understanding of the various impacts of community learning on individuals, families and communities. The research consists of a multi-cohort longitudinal design. All learners in this cohort completed a community learning course between July 2011 and February 2012.

ESCO is the multilingual classification of European Skills, Competences, Qualifications and Occupations. ESCO is part of the Europe 2020 strategy. The Commission services launched the project in 2010 with an open stakeholder consultation. DG Employment, Social Affairs and Inclusion and DG Education and Culture – supported by the European Centre for the Development of Vocational Training (Cedefop) – jointly coordinate the development of ESCO. Stakeholders are closely involved in the development and dissemination of ESCO.

This policy brief is based on the European Quality Assurance in Vocational Education and Training (EQAVET) peer learning activity (PLA) on the quality assurance procedure of self-assessment in vocational education and training which took place in Budapest, May 22-23, 2013. The PLA brought together quality assurance national reference points, VET (vocational education and training) providers, practitioners, government agencies and those with a national or regional responsibility for VET policy from 14 member countries.

This policy note is based on the European Quality Assurance in Vocational Education and Training (EQAVET) sectoral seminar on the quality assurance of education and training in the ICT sector, which was hosted in Berlin by BITKOM, the Federal Association for Information Technology, Telecommunications and New Media, (October 14-15, 2013).

This policy brief is based on the European Quality Assurance in Vocational Education and Training peer learning activity (PLA) on EQAVET indicator 6 Utilisation of acquired skills at the workplace,hosted by the Department for Employment and Learning, Northern Ireland – Directorate for Further Education Policy – Belfast, December 3-4, 2013.

This report presents the results of the joint seminar for national stakeholders involved in the implementation of the European Quality Assurance in Vocational Education and Training (EQAVET), the European Qualifications Framework (EQF) and the European Credit system for Vocational Education and Training (ECVET) on the impact of the shift to learning outcomes on qualifications-related processes and the influence of the EU tools on those processes in their respective countries.The seminar was organised by the EQAVET Secretariat and hosted by the German Federal Institute for Vocational Educati

This report presents the discussions and conclusions reached at the joint expert seminar on quality assurance and improving the permeability between VET and higher education. It was organised by the European Centre for the Development of Vocational Training (CEDEFOP) and the EQAVET (European quality assurance in vocational education and training) Secretariat, in the premises offered by the European Economic and Social Committee.

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