Wiki for the Poerup, policies for Open Educational Resource uptake project funded by the Lifelong Learning Programme.

Case Studies Open Educational Resource Wiki by the Poerup project, partly funded by the Lifelong Learning Programme.

Open Education Initiatives Wiki created by the POERUP project, funded under the Lifelong Learning Programme.

This report reviews EU policy developments in vocational education and training and developments in Open Educational Resource analysed by Policies for Open Educational Resources Uptakes and other current projects.

The report reviews EU policy developments in higher education and developments in Open Educational Resource analysed by POERUP.

POERUP is part funded by the European Commission’s Lifelong Learning Programme.

The overall aim of POERUP is to provide information which will support the development of effective policies to promote the uptake of Open Educational resources, especially across the EU, in all main educational sectors.

This study is conducted within the frame of the POERUP project, funded by the lifelong learning program of the European Commission (POERUP, 2013). The POERUP project aims to enable the development of policies to stimulate the uptake of open educational resources.

Mathematics in Action: Commonalities across Differences a handbook for Teachers in Adult Education

Description of Teacher's competence in initial and functional literacy for adults with non-Nordic mother tongues. The first Nordic description of the competencies required of a professional teacher of initial and functional literacies to adults whose mother tongue is not a Nordic language.

Professional development for teachers of adult basic skills, report from The Basket project from the European Basic Skills Network. BASKET is a Learning Partnership within the Grundtvig/LLP programme, cooperating with the European Basic Skills Network (EBSN). BASKET is addressing the need for professional adult basic skills teachers. By basic skills we refer to reading, writing, oral communication, everyday maths and digital competences. The partnership has partners from Norway, Germany, Switzerland, Romania, the Czech Republic, Hungary, England and Scotland.

The 2014 professional standards define the professional requirements of teachers, trainers and tutors of post 16 learners, and underpin good teaching practice in the sector. This includes describing the skills, knowledge, values and attributes of those individuals.

The intended audience for the 2014 standards are:

Short description of materials, curriculums and research with the focus on the professionalization of (professional and volunteer) teachers of basic skills from the Netherlands.

Education Scotland has published the professional development framework for Scotland's adult literacies workforce. This is part of the implementation of the Scottish Government’s ten-year strategy for raising the literacies levels of Scotland’s adults.

The framework is for:

Short description of materials, curriculums and research with the focus on the professionalization of (professional and volunteer) teachers of basic skills in Norway.

Short description of materials, curriculums and research with the focus on the professionalization of (professional and volunteer) teachers of basic skills, Germany. Specialisation for European Teachers of Basic Skills for Adults, project by EBSN.

This document is the result of discussions and exchange in the ALFIE (Alphabetisation of Immigrants to Europe) partnership. Their goal was  to outline current challenges and to propose possibilities for further development in the field of alphabetisation (initial literacy) for adult immigrants.

Bibliography of relevant research on adult learning in the Netherlands.

Report on research on adult learning by Fafo – Institute for Applied International Studies.

Existing research on adult learning in Norway is broad and diverse. Various research environments and individual researchers have been active in the field and several areas and disciplines are represented. This literature review presents various approaches and theoretical perspectives.

Blended learning is an area of ELT that continues to be of interest to practitioners in the field. Despite this, little can be found in the literature on blended learning course design or detailed descriptions provided of blends used in ELT contexts. This publication, which contains twenty case studies from around the world, addresses this deficit by illustrating blends being employed on EAP, ESP, Teacher Development and general EFL courses.

This book reviews the use of immigrant workers in Norway and the policies created to control their use.

This report on the Netherlands is the seventh in a series of reports looking at how the broader education, health, social and labour market policy challenges identified in Sick on the Job? are being tackled in a number of OECD (Organisation for Economic Co-operation and Development) countries.

Summary of The European Basic Skills Network (EBSN) 2014 Conference results, video and article with key discussions at the annual EBSN conference in November 2014.

The Missing Entrepreneurs 2014 is the second edition in a series of annual reports that provide data and policy analysis on inclusive entrepreneurship, and on its barriers, by target social groups across the European Union.

The International Survey of Adult Skills (ISAS) is a product of the Programme for the International Assessment of Adult Competencies (PIAAC) led by the Organisation for Economic Co-operation and Development (OECD). Northern Ireland participated along with 24 OECD countries and sub-regions. It assessed the proficiency of adults aged 16-65 in three information processing skills which the OECD regards as essential for full participation in the knowledge-based economies and societies of the 21st century.

This survey of 522 WEA students reports on impacts of adult education across four core themes of employability, health & wellbeing, community engagement and cultural education. The research found broad and diverse impacts depending on the respondent and their personal circumstances with 90 per cent of respondents saying the course exceeded or met all their expectations.

This is one of a number of research reports commissioned by the Department for Business, Innovation, and Skills (BIS). The researchers conducted a review of the literature since 2008 and analyzed data from the British Household Panel Survey to see if adult learning could be shown to cause desirable outcomes such as improved health and wellbeing, and improved parenting, civic participation, attitudes and behaviours. For the review they ranked studies according to the rigor of the analysis in establishing causality.

Resolucija o nacionalnem programu izobraževanja odraslih za obdobje 2013–2020 (ReNPIO 2013–2020) je pomembna strokovna in finančna podlaga v razvojni perspektivi do leta 2020 za izobraževanje odraslih v Sloveniji.

This document, by The National Research and Development Centre for Adult Literacy and Numeracy (NRDC), presents findings from new research on the relationships between the literacy and numeracy levels of older adults and the extent of disadvantage in later life. Looks at data on proficiency, changes over the life course, and work. Identifies key evidence gaps.

This study examines how 'Europe', both in terms of institutions and values, is communicated to its citizens. It seeks to explain the main trends in public perception, assesses the communication strategy of relevant actors and finally provides recommendations for future actions to be taken.