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


This publication aims to present the outcomes of the exchanges that took place within the European Civil Society Platform on Lifelong Learning, DG Education and Culture platform in 2010-2011. It includes policy recommendations as well as intiatives taking place around Europe and 39 good practice examples from the different sectors of education.

This magazine aims at providing key data on validation, examples of countries’ profiles, interviews of experts but also of learners to give an insight about recent developments in Europe linked to the validation of non-formal and informal learning.

This EQF (European Qualifications Framework) note is written for those policy makers and qualifications experts at European and national level who are involved in implementing the EQF. The note is the second in a series of EQF notes and is focusing on the challenges involved in taking forward the objectives of the EQF at national level.

This Cedefop publication covers the development of national qualifications frameworks (NQFs) in 34 countries: the 27 members of the European Union, two European Economic Area (EEA) countries (Lichtenstein and Norway) and five EU candidate countries (Croatia, FYROM, Iceland, Montenegro and Turkey).

The European Commission and the Australian Department of Education, Employment and Workplace Relations, are engaged in a policy dialogue on this theme. Policy dialogue is a form of bilateral exchange on a topic of interest to the two parties with the aim of exchanging experience and good practice. This report examines the (potential) role of qualifications frameworks in supporting mobility of workers and learners.

This report presents research findings from a transatlantic comparative study on Emerging skills and Competences. The study contributes to the on-going policy dialogue between the US Department of Education and the European Commission, DG Education and Culture on the future strategic direction of education and training systems.

Brochure providing examples of best practice from Grundtvig projects that demonstrate the potential and positive effects of mobility of staff working on the adult learning sector. This brochure presents 20 multilateral projects and Learning Partnerships as examples of best practice.

The role of the seminars was to further develop the experience, ideas and good practice which partners brought to the workshops, and to receive and validate the recommendations which were agreed at them. In each Seminar, the results of 4-5 workshops were discussed and evaluated by representatives of prison administration, European Social Fund (ESF) managing authorities and policy makers.

This study was commissioned by DG Education and Culture (DG EAC) of the European Commission, with the aim of providing an overview of the current ‘state-of-play’ of prison education provision in Europe. It sets out the findings of an electronic survey of national coordinators of prison education (or equivalents), as well as a small number of interviews with both national and international stakeholders and a small-scale review of relevant documents.

This two-day international seminar on learning later in life and the impact of investing in an ageing workforce was an international assembly of researchers, policy-makers and experts. It contributed to the European Year for Active Ageing and Intergenerational Solidarity 2012 by providing a solid basis for further work.

The following report provides an exploration of the theme of Intergenerational Learning and its contribution to active ageing in general and to promoting European Union policies in this regard. It presents the context in which Intergenerational Learning activities develop in Europe and examines some samples of practice from the field. It has been produced as the result of a study carried out between June and September 2012 at the request of the European Network for Intergenerational Learning.

The brochure presents 50 examples of projects, methods and events that have encouraged people either to learn a new language or make practical use of their existing linguistic skills.

The report "Companies work better with languages- Recommendations from the Business Forum for Multilingualism" established by the European Commission aims to fuel the European Commission's current debates on the development of multilingualism policy. Ultimately we hope to contribute towards a shift in awareness and behaviour with respect to the business sector's attitude to languages.

This document reports on how the use of e-learning has developed in Europe since the Lisbon European Council of 2000. It follows the e-learning priorities agreed by the European institutions and Member States, focusing first on teachers and schools and second on higher education, while taking other education sectors into account. It identifies the challenges posed by the need for quality and efficiency, and in particular for pedagogical, technological and organisational innovation.

This report - as well as the reports from 30 other countries that were represented in the working group on the Adult Learning Action Plan - has been carried out, on behalf of the European Commission, by GHK in cooperation with Research voor Beleid. This product has been more specifically drawn up on the basis of country-experts' analysis of existing national literature and the Confintea IV-report.

Europe has not yet harnessed the full potential of continuous vocational education and training (CVET): we need to increase participation, especially of disadvantaged groups. But if we make CVET more accessible, can we ensure high quality? This handbook aims to provide policy guidance on CVET on the basis of examples of effective practices, a discussion of success factors and a demonstration of the benefits of investing in it.

Charter for Inclusive Teaching and Learning – enhancing teaching and learning practices so that students with disabilities can fully participate and succeed in higher education


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