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EPALE

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

 
 

A research study in nineteen selected European and non-European countries shows that the returns to adult learning are substantial and accrue to the economy, individuals and society. The analysis suggests that adult learning is even more important for innovation performance than higher education. This is explained with the fact that for example learning in the workplace through task complexity is the most important driver for innovation performance.

 

This is an updated version of the guide first published in 2002. It is intended as a resource for managers and staff in further education and training centres. Guideline 8 is particularly intended for teachers on vocational and academic courses for adults and young people.

Die Weiterbildungsbeteiligung befindet sich auf Rekordniveau: Mit einer Quote von 49% weiterbildungsaktiver Erwachsener ist der in Deutschland bisher höchste Wert gemessen worden. Das ist nur eines der zahlreichen Ergebnisse des Adult Education Survey 2012 (AES), dessen abschließender Ergebnisbericht in dieser Publikation vorliegt. Der Bericht analysiert und kommentiert die repräsentativen Daten unter Berücksichtigung zentraler Fragestellungen: Wer genau nimmt wie oft und wie lange an Weiterbildung teil? Und wer nimmt nicht teil?

This report presents the summary findings from the 2014 impact assessment of WEA’s adult education.

It highlights the positive impact adult education makes to the lives of individuals all over the country. It reinforces wider research highlighting that community learning has broader impact than the individual alone, which cascades through into communities.

The Education Policy Outlook is designed to help education policy makers with reform choices. It addresses the need for improvement in education in a comparative manner, while taking into account the importance of national context. Through a review of different countries’ experiences in implementing education reform, the publication offers directions and strategies to facilitate future changes.

Report, by the Education Technology Action Group (ETAG), focusing on the future of technology in education.

At the beginning of 2014 a Ministerial team from DfE and BIS asked a newly formed Education Technology Action Group (ETAG) how digital technology might empower teachers and learners by enabling innovation using the new smart technologies around us. Their intention was to see how that empowering could deepen and accelerate learning.

Täiskasvanute koolitajatel on nüüd oma käsiraamat. Selle koostamisel osalesid valdkonna tunnustatud tegijad, kes oma pikaajalisele praktikale ja kogemustele toetudes annavad ülevaate koolitusprotsessi eri etappidest.

Käsiraamatus käsitletavad teemad on:

    koolituse ettevalmistus,
    koolituse läbiviimine,
    tagasivaade,
    eneseaareng,
    koolitaja kogemus,
    kasulik kirjandus.

Käsiraamatu on koostanud ja toimetanud Tallinna ülikooli emeriitprofessor Talvi Märja

Käesolevas ülevaates on koondatud Eesti täiskasvanuharidust iseloomustavad põhilised statistilised näitajad. Täiskasvanuhariduse statistilised andmed annavad ülevaate valdkonna 2013. aasta ja 2013/14. õppeaasta andmetest nii elukestvas õppes tervikuna kui ka üld-, kutse- ja kõrghariduse tasemetel.

Sveučilišta za treću životnu dob predstavljaju važan segment u razvoju društva koje postaje sve starije i starije. Ekspanzija sveučilišta za treću životu dob započinje osnivanjem prvog sveučilišta 1973. godine u Francuskoj, dok je prvo sveučilište za treću dob u Italiji osnovano 1975. godine u Torinu. Talijanska iskustva ukazuju da su za razvoj sveučilišta potrebna tri važna motiva: društveni, kulturni i istraživački.

U radu se problematizira fenomen odgoja odraslih u kontekstu socijalizacije. U tu svrhu se operacionalno definiraju pojmovi učenje, obrazovanje, odgoj i iskustveno učenje. Prikazuju se različiti oblici učenja i objašnjava zbog čega nisu svi oblici učenja jednako uspješni za učenje kognitivne, odnosno čuvstvene i motivativne sastavnice sadržaja učenja. Navode se razlozi zbog kojih škola više obrazuje nego što odgaja te zašto odrasli afektivne sadržaje uče teže nego djeca i mladi.

Autor u svojem radu traži odgovor na pitanje: imaju li hrvatski andragozi dovoljno pretpostavki za utemeljenje profesije: andragog. Nakon kratkog pregleda razvoja obrazovanja odraslih u Hrvatskoj, pokazuje razlike između zanimanja i profesije. Uz prikaz upotrebe ovih termina u obrazovanju i osposobljavanju, predlaže da se umjesto sintagme „profesionalno obrazovanje i osposobljavanje“, upotrebljavaju dva izraza „obrazovanje za profesiju“ i „obrazovanje za zanimanje“.

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This third report proposes ten innovations that are already in currency but have not yet had a profound influence on education.

The innovations described in the report are as follows:

 

Το ευρωπαϊκό μητρώο επικύρωσης της μη τυπικής και άτυπης μάθησης αποτελεί μακράν την πληρέστερη πηγή πληροφοριών για την εξέλιξη των συστημάτων επικύρωσης όλων των μορφών μάθησης στην Ευρώπη. Αποκαλύπτει ότι οι στρατηγικές και η νομοθεσία για την επικύρωση αναπτύσσονται αργά αλλά σταθερά, παρά την πολυπλοκότητα της αποστολής τους. Ωστόσο, υπάρχει ακόμη περιθώριο βελτίωσής τους, ιδίως όσον αφορά την αξιοπιστία των στοιχείων για τη χρήση και αξιοποίηση των σχετικών ρυθμίσεων.

 

O inventário europeu sobre a validação da aprendizagem não formal e informal constitui uma fonte ímpar de informação detalhada sobre o desenvolvimento, na Europa, da validação de aprendizagens anteriores. Revela que as estratégias de validação e a legislação, não obstante a complexidade da tarefa em causa, têm vindo a registar um desenvolvimento lento mas constante. Continua, no entanto, a haver margem para melhorias, em particular no que diz respeito à fiabilidade da informação relativa à adoção e à utilização de disposições em matéria de validação.

„Europejski przegląd walidacji uczenia się pozaformalnego i nieformalnego” stanowi niezrównane źródło szczegółowych informacji na temat rozwoju walidacji doświadczeń w całej Europie. Pokazuje, że strategie i prawodawstwo w zakresie walidacji, pomimo złożoności zadania, które mają spełniać, rozwijają się powoli, ale systematycznie. Można wciąż je ulepszyć, w szczególności pod względem wiarygodności informacji na temat wprowadzania i stosowania rozwiązań dotyczących walidacji.

 

L'Inventario europeo sulla convalida dell’apprendimento non formale e informale è una impareggiabile fonte di informazioni che documenta come la convalida degli apprendimenti pregressi si stia sviluppando in tutta l'Europa. Dimostra che, nonostante la complessità della materia, le strategie e le leggi in materia di convalida si stanno sviluppando progressivamente, seppure con lentezza. Vi è comunque margine di miglioramento, soprattutto per quanto riguarda l'affidabilità delle informazioni sull'adozione e l'uso degli accordi di convalida.

 

L’inventaire européen de l’apprentissage non formel et informel offre une source incomparable d’informations détaillées sur l’évolution de la validation des acquis dans l’ensemble de l’Europe . Il montre que, malgré la complexité de la tâche, les stratégies et la législation en matière de validation progressent lentement mais sûrement. Pour autant, de nombreux aspects restent à améliorer, en particulier la fiabilité des informations sur le recours aux dispositifs de validation et sur leur utilisation.

 

Das Europäische Verzeichnis zur Validierung der Ergebnisse des nichtformalen und informellen Lernens ist eine konkurrenzlose Quelle für Informationen über die Entwicklung der Anerkennung früher erworbener Kompetenzen in Europa.. Es zeigt, dass Politik und Gesetzgebung im Bereich der Validierung trotz der Komplexität der Aufgabe zwar langsam aber kontinuierlich vorankommen. Dennoch besteht Verbesserungsbedarf, vor allem in Bezug auf die Zuverlässigkeit der Informationen über die Inanspruchnahme und Nutzung von Validierungsregelungen.

This resource has been created to deepen practitioners' knowledge and understanding of progression within the experiences and outcomes for numeracy and mathematics.

Arranged in a series of organisers, it aims to support planning by identifying key milestones that learners should know before moving on to the next stage of learning.

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