In 2008, as part of their policy support activities, the Institute for Prospective Technological Studies and DG Education and Culture launched a study to explore the innovative social and pedagogical approaches to learning that are emerging in new ICT-enabled collaborative settings. This report is the final report of the project. It synthesises the overall research results, discusses their implications and makes suggestions for the various stakeholders in education and training.
The report analyses how the competence learning to learn has been defined. It highlights different understandings which have been developed from within the socialcultural and cognitive psychological paradigms. It investigates the European definition of learning to learn and how it broadly transverses these epistemological positions. The report also establishes what learning is not by visiting concepts such as intelligence, problem-solving and learning strategies.
The report argues that ICT have an important role to play in developing learning opportunities for older people in an ageing society. It points to both opportunities (e.g. more individualized learning) and obstacles (e.g. not user-friendly ICT) as well as to the need to involve all actors in the development of ICT-enabled learning tools. It concludes that holistic policies are needed to support learning opportunities in ageing societies, enabled by ICT.
Adult learning and open education have become key elements on the European Agenda. This paper presents the first results of a foresight activity that aims to contribute to an understanding of how 'Opening up Education' can improve adult learning in Europe in the future.
The Opening up Education initiative also highlights the importance of better knowledge and stronger evidence-based policies for teaching and learning to ensure that all benefit from new technologies and Open Educational Resources. This report presents an overview and analysis of Open Educational Practices for Adult Learning in Europe.
The importance of a highly skilled workforce has become increasingly relevant in the context of the European Union new strategy for smart, sustainable and inclusive growth - Europe 2020. At the individual level, a good education is increasingly decisive for employment prospects and earnings levels. The skills and competences of the workforce are the product of a large variety of learning activities that take place in diverse institutional contexts.
This publication presents composite indicators on participation in VET which are constructed based on data provided by Eurostat from joint data collection on education (UOE), Continuing Vocational Training Survey (CVTS) and EU Labour Force Survey (LFS). They will be further used to monitoring the developments in vocational education and training across European countries. Indicators on participation in vocational education and training (both initial and continuing) are presented and analysed.
This paper explores the relationship between education and innovation. Specifically, the paper explores the relationship between educational benchmarks indicators and innovation composite indexes. Relationships are relatively weak and differ considerably depending on which countries are taken into account for the analysis. Old Member States (15 Members, before 2004) tend to have stronger correlations between innovation and educational indicators. Lifelong learning seems to be the factor most commonly associated with innovative countries.
This publication analyses participation patterns in lifelong learning in the European countries. It describes the European political context in the field of lifelong learning and discusses the main monitoring issues at the EU level by looking at the EU benchmark set up in this area. Indicators on participation in education and training at various life-time stages are as well presented and analysed in the publication. A composite measure of the overall participation in lifelong learning for European countrie`s is constructed and analysed in the publication.
This report aims at analyzing the determinants of the employability of the individuals targeted by the benchmark. It starts with a short presentation of the benchmark indicator. It then estimates the probability of being employed for the 20-34 years old cohort that graduated one to three years before and is not currently enrolled in any further education or training activity, controlling for individual characteristics and institutional factors.
The European Survey on Language Competences (ESLC) was carried out in 2012 to provide the Commission and the participant countries comparable data - across skills and languages - of foreign language competences of secondary school students. The data collected in the 16 participating educational systems includes the results of language tests according to the Common European Framework of Reference (CEFR) and the results of the different administered questionnaires.
DOER Directory of Open Educational Resources. Open Educational Resources from Commonwealth universities and educational institutions.
ITAG (Interactive Technologies and Games) Conference 2014
A short description of the VET system in Greece.
An overview of the VET system in Malta.
An overview of the VET system in Luxembourg.
This multilingual glossary defines 130 key terms used in European education and training policy. It also takes into account new priorities of European Union policy, mainly in skills and competence needs analysis. New definitions have been developed with the cooperation of experts from CEDEFOP's research and policy analysis team.
This Guide, by AELP, pulls together all the various complex strands of policy and process that go to make up the employability and skills offer to unemployed people. It also provides ‘hints and tips’ based on real experience to help learning and skills providers make sense of those strands and consider how they might best respond to the challenges posed by the ongoing changes to the Adult Skills Budget (ASB), Department for Work and Pensions (DWP) and the Education Funding Agency (EFA) programmes.
This report, published by the Department for Business, Innovation and Skills (BIS) presents the findings of an evidence review on the value of learning technology to adult English, Maths learners and those engaged in courses for and English for Speakers of Other Languages (ESOL) or English Language Training (ELT). SQW undertook the review in partnership with the National Research and Development Centre for Adult Literacy and Numeracy (NRDC) at the Institute of Education, and the National Foundation for Educational Research (NFER).
Belemski akcijski načrt, eden pomembnejših dokumentov v izobraževanju odraslih, je bil sprejet decembra 2009 in velja za obdobje dvanajstih let. Ključna razvojna priporočila obsegajo naslednja področja: pismenost odraslih, politika, upravljanje, financiranje, participacija, vključenost in enakost, kakovost ter monitoring izvajanja Belemskega akcijskega načrta.
Este informe presenta los principales hallazgos del proyecto de la Agencia: Tecnologías de la Información y la Comunicación para la Inclusión (ICT4I) y utiliza todas las fuentes de la información del proyecto desarrolladas durante sus actividades. El informe trata de identificar los factores fundamentales que potencian el uso efectivo de las tecnologías de la información y comunicación en entornos inclusivos para todos los estudiantes, pero presta especial atención a las personas con necesidades educativas especiales y discapacidad.
Poročilo predstavlja glavne ugotovitve projekta Agencije za informacijske in komunikacijske tehnologije za inkluzijo (ICT4I) in izhaja iz vseh virov projekta, ki so bili razviti med projektnimi aktivnostmi. Poročilo poskuša identificirati kritične dejavnike, ki podpirajo učinkovito uporabo informacijske in komunikacijske tehnologije (IKT) v inkluzivnih okoljih za vse učence. Posebna pozornost je namenjena učencem s posebnimi potrebami in posebnimi izobraževalnimi potrebami.
Il presente rapporto presenta i risultati e le conclusioni principali emerse dal progetto dell'Agenzia Europea per i Bisogni Educativi speciali e l’Istruzione Inclusiva (ICT4I) e attinge a tutte le fonti di informazioni sviluppate nel corso delle attività di progetto.
La relazione identifica i fattori critici che sono alla base di un uso efficace delle tecnologie dell'informazione e della comunicazione (TIC) in contesti inclusivi per tutti gli studenti, prestando particolare attenzione agli studenti con disabilità e bisogni educativi speciali.
Táto správa predstavuje hlavné zistenia agentúrneho projektu Informačné a komunikačné technológie pre inklúziu (ICT4I) a vychádza zo všetkých zdrojov informácií, ktoré boli vytvorené v rámci aktivít projektu. Správa sa snaží identifikovať rozhodujúce faktory, ktoré tvoria základ pre efektívne využívanie informačných a komunikačných technológií (IKT) v inkluzívnom prostredí pre všetkých účastníkov vzdelávania so znevýhodnením a osobitnými vzdelávacími potrebami.
Denne rapporten presenterer de viktigste funnene fra et prosjekt om IKT forinkludering, som er gjennomført i regi av The European Agency for Special Needs and Inclusive Education. Rapporten er et forsøkt på å identifisere kritiske faktorer som styrker effektiv bruk av ikt i inkluderingsarbeidet for alle typer lærende. Den retter spesiell oppmerksomhet på funksjonshemmede og lærende med spesielle behov.
Rapport met een opsomming van een aantal basisvoorwaarden voor het effectief inzetten van ict middelen voor volwassen leerders. De voorwaarden zijn de belangrijkst uitkomst van het project 'Agency Information and Communication Technology for Inclusion' (ICT4I) en gelden in principe voor alle groepen leerders, maar in het bijzonder voor mensen met een (leer)beperking. Het rapport baseert zich op een grote diversiteit aan bronnen.
This research looked at whether skills gained in learning on English and maths courses could be measured, and what factors lead to better outcomes. It also looked at whether learners experienced any economic and social benefits, such as: (1) improved employment opportunities; (2) increases in pay; (3) improvements in wellbeing; and (4) greater involvement in their children's education.