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EPALE

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

 
 

This document provides a summary of the work accomplished at European and national level, combined with an in-depth cross-country analysis of the progress achieved in a number of key policy areas, such as the Europe 2020 education headline target.

This publication presents the conclusions of more than two years of intensive exchange of experiences - involving representatives from more than 20 European countries - in validating non-formal and informal learning. The main objective is to make the outcomes of this common learning process available to a wider audience to support further development of validation of non-formal and informal learning at European, national and local levels.

This is a free Computer-Assisted Listening and Speaking Tutor (CALST) for Norwegian. The CALST tutor will help you to acquire a basic vocabulary of 1000 words and expressions.

The Organisation for Economic Co-operation and Development (OECD) is conducting a thematic review on adult learning in 17 countries. Nine countries participated in a first round (Canada, Denmark, England, Finland, Norway, Portugal, Spain, Sweden and Switzerland). The main outcomes have been published in OECD (2003) Beyond Rhetoric: Adult Learning Policies and Practices.

The overall objective of the study is to contribute to the programme Education and Training 2010 via supporting the statistical and analytical work linked to it as regards the theme of access to education and training. The specific objective is to get an insight into access to pre-school, higher education and adult education and training in Europe.

This European Guide is the final deliverable of a nine-month study conducted by the European Commission’s Directorate-General for Education and Culture (DG EAC), in conjunction with GELLIS consultancy, on the effectiveness of strategies to raise awareness of and motivation to participate in adult learning.

The conference Adult learning: spotlight on investment, held on 12-13 December 2012 in Brussels, examined evidence on benefits of continuing vocational education and training (CVET) and adult learning. The efficiency and effectiveness of different financing policies and mechanisms promoting participation were also discussed: participants identified challenges and considered possible solutions.

The Study on European Terminology in Adult Learning was organised by the European Commission (EC) under the framework of the 2007 Action Plan on Adult Learning. The study was undertaken by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC), Institute of Education, University of London in collaboration with colleagues from the Deutsches Institut für Erwachsenenbildung (DIE), the Agence Nationale de Lutte contre l’Illettrisme (ANLCI) and the University of Warsaw.

The European Association for the Education of Adults (EAEA) reviewed adult education trends in the EU member countries and beyond, identifying key issues requiring the development of new policy.

This is the final report with the outcomes of the study on the assessment of the impact of ongoing reforms in education and training in the adult learning sector. This study is a follow-up of a previous study commissioned by the European Commission on the impact of ongoing reforms in education and training in the adult learning sector carried out in 2009.

Module 1: Social marketing communications. Inadequate or absent information of when, where and how a learner can access tuition might build barriers to participate. The aim of this module is to enable the practitioners to develop a social marketing communication strategy.

This document constitutes the Final Report of the Study “Enabling the low skilled to take their qualifications one step up”, the European Commission-DG EAC assigned in December 2008 to the Universit? degli Studi di Firenzee-Dipartimento di Scienze dell’Educazione e dei Processi Culturali e Formativi/University of Florence-Department of Educational Sciences and Cultural and Training Processes as main contractor, in partnership with Deutsches Institut für Erwachsenenbildung and Institutul Român de Educaţie a Adulţilor din Timişoara .

Research voor Beleid and PLATO have produced the final report with the results of the Europe-wide study on adult learning professions. The aim of this study is to provide a deeper understanding of the state of professionalisation and professional development of the different groups of practitioners working in Non-Vocational Adult Learning across Europe (trends and developments). The findings are used to identify key issues and problems as well as areas where action is most urgently needed to make adult learning professions.

This report firstly presents a review of the work and the achievements of the Adult Learning Working Group (Working Group) 2008 – 2010 which steered the implementation of the Action Plan in that period. The report then looks at adult learning in the post-2010 period and presents possible lines of action with potential to enhance policy, practice and participation in adult learning throughout Europe in the period 2011 - 2020.

The TVETipedia glossary is a glossary of terms that are commonly used globally in the area of Technical and Vocational Education and Training. This glossary provides definitions and background information from various sources.

Ressources

Video to raise awareness of the benefits of learning for older people, their carers and families. It also encourages and supports public, private and voluntary sector care providers to extend and enhance learning opportunities for older people in care settings.

Ressources

Video to raise awareness of the benefits of learning for older people, their carers and families. It also encourages and supports public, private and voluntary sector care providers to extend and enhance learning opportunities for older people in care settings.

This guide is one of four, originally commissioned by the Department of Business, Innovation and Skills. It is part of a range of actions undertaken by NIACE to improve access to learning opportunities by older people in care settings. The aim is to encourage those working with older people in care settings to understand the value of keeping people engaged and active through learning, and to recognise that learning is an essential and central aspect of providing care.

This guide is one of four, originally commissioned by the Department of Business, Innovation and Skills. It is part of a range of actions undertaken by NIACE to improve access to learning opportunities by older people in care settings. The aim is to encourage those working with older people in care settings to understand the value of keeping people engaged and active through learning, and to recognise that learning is an essential and central aspect of providing care.

This guide is one of four, originally commissioned by the Department of Business, Innovation and Skills. It is part of a range of actions undertaken by NIACE to improve access to learning opportunities by older people in care settings.The aim is to encourage those working with older people in care settings to understand the value of keeping people engaged and active through learning, and to recognise that learning is an essential and central aspect of providing care.

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