chevron-down chevron-left chevron-right chevron-up home circle comment double-caret-left double-caret-right like like2 twitter epale-arrow-up text-bubble cloud stop caret-down caret-up caret-left caret-right file-text

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

Ressources

| 12 Novembre 2015
| par benoit tostain

Quelle place pour les différents types d'Apprentissages : 

  • Apprentissage formel
  • Apprentissage non formel
  • Apprentissage informel

Quelle reconnaissance, quelle certification pour les apprentissages non formels et informels ?

Des pistes pour la  validation des acquis de l'expérience et le management des compétences.

Ressources

| 11 Novembre 2015
| par Ewa GUSTAFSSON

Hur läser man ”Erasmus+ Programme Guide”?
En vägledning för den som planerar ett europeiskt projekt för sin vuxenutbildningsorganisation. Tillsammans med detta dokument rekommenderar vi att ni har ansökningsformulär till hands. 
Ytterligare stödmaterial har utvecklats; alltifrån en generell beskrivning av Erasmus+ för vuxenutbildning till rent ansökarstöd.

Ressources

| 11 Novembre 2015
| par Thierry Ardouin

L'Atelier n°2 « Environnement d’apprentissage et qualité de la formation » - Bar camp

Animé par Jean VANDERSPELDEN, Thierry ARDOUIN et Benoît TOSTAIN

Le bar camp est une manière innovante d’illustrer l’apprentissage et la qualité de la formation. 

Ressources

| 11 Novembre 2015
| par Marco Paoli

Articulé sur 5 chapitres de « serious game », le dispositif SkillPass propose un parcours pédagogique pour identifier et valoriser les compétences. Par une alternance de session de jeu sérieux et de réflexion personnelle, tant en individuel qu’en collectif, SkillPass permet d’exploiter tous types de supports de valorisation. Le processus permet de renseigner un CV, un livret de compétences ou encore des outils européens (Youthpass ou Europass).

Ressources

| 11 Novembre 2015
| par CONEDU Austria

Um professionell handeln zu können, wird den AkteurInnen der Erwachsenenbildung heute abverlangt, sich zu qualifizieren und sich permanent weiterzubilden. Ist eine individuelle Professionalitätsentwicklung aber ohne das Drehen an den Stellschrauben kollektiver Professionalisierung überhaupt machbar und sinnvoll? Ist es nicht vielmehr so, dass prekäre Arbeitsverhältnisse jedes Qualitätsbemühen radikal begrenzen?

Ressources

| 11 Novembre 2015
| par Jodie Crossley

Wider outcomes are becoming increasingly significant in the measuring of impact and commissioning of services. NIACE has developed this tool to support learning providers to recognise and capture the wider outcomes of adult learning. It has been designed to be user-friendly and is based on NIACE’s detailed national research. The tool gives learning providers a focused and consistent way of planning and capturing the outcomes. It is not constrictive and is designed to be flexible to meet local needs and circumstances.

Ressources

| 11 Novembre 2015
| par Simona Kavčič

Spletna platforma EPALE je odlična priložnost za izmenjavo in sodelovanje izobraževalcev odraslih. Med obilico informacij, ki so danes na voljo skorajda vsepovsod, moramo le izbrati prave in se povezovati, pri tem pa se zavedati, da se začne pri posameznikih in nadaljuje v skupnost. Ena izmed skupnosti je EPALE, ki v Sloveniji raste in že kaže svojo dodano vrednost.

Ressources

| 10 Novembre 2015
| par Emma Grainger

This document presents 7 key priorities for consideration for integrated adult literacy provision under ETBs. This document addresses those within ETBs (VEC Management), SOLAS and the Department of Education, tasked with establishing the structures in ETBs and planning for the delivery of services to adults with basic educational needs. Developed by the Adult Literacy Organisers’ Association (ALOA), on behalf of the Irish Vocational Education Association (IVEA) and with the help and support of NALA (National Adult Literacy Agency).

Ressources

| 10 Novembre 2015
| par Jodie Crossley

The FELTAG Report recommends visible involvement with learners as digital leaders. This short video considers some of the ways in which this may be achieved. Digital Leaders in this context are learners whose digital skills are used in partnership with FE Colleges to help further the use of technology for enabling learning.

 


 

Ressources

| 10 Novembre 2015
| par Emma Grainger

In a community of practice, novices and experienced practitioners can learn from observing, asking questions, and actually participating alongside others with more or different experience. Learning is facilitated when novices and experienced practitioners organize their work in ways that allow all participants the opportunity to see, discuss, and engage in shared practices

(Levine and Marcus, 2010) 

Ressources

| 10 Novembre 2015
| par Jodie Crossley

The 2012 Survey of Adult Skills (ISAS) provides governments with data on the levels of skills and the skills needed among the adult population.

The survey had cross-country comparisons in 3 dimensions:

  • literacy
  • numeracy
  • problem solving in a technology rich environment (PS-TRE)

This report presents further analysis of England and Northern Ireland’s results compared to selected high-performing and improving countries.

Ressources

| 10 Novembre 2015
| par Jodie Crossley

During the past year 17 commissioned projects, led by practitioners working in the sector, have been testing and developing a series of practical CPD resources for teachers, leaders and governors.

Take a look at what they have produced, ranging from practical ‘how to’ guides to complete online courses. All these resources have been designed to support staff to understand and use learning technologies in their everyday practice.

Ressources

| 10 Novembre 2015
| par Nives Vučić

Cilj ovog rada je prikazati modele u procesu pomaganja, osnovne postavke teorije osnaživanja, pojam individualne i društvene moći te da se opišu procesi osnaživanja u penalnom okruženju koji su mogući i potrebni da bi se u što većoj mjeri pridonijelo efikasnijom rehabilitaciji zatvorenika.

Ressources

| 10 Novembre 2015
| par Nives Vučić

Važnu ulogu u razvitku škole imale su vrste komunikacije, te društvena i tehnička podjela rada. Početkom 20. stoljeća, škola je počela zapošljavati i specijalizirane stručnjake (pedagoge, psihologe i dr). Programski zadaci osnovne škole, profesionalne uloge i kompetencije upućuju ravnatelja i pedagoga u osnovnoj školi na uspješnu suradnju. U radu je prikazano istraživanje kojim je ispitano koji poslovi u osnovnoj školi potiču pedagoga i ravnatelja na suradnju (sadržaj) te koji su najčešći oblici i metode rada u njihovoj suradnji.

Ressources

| 10 Novembre 2015
| par Nives Vučić

U ovom radu su predstavljeni rezultati početnog istraživanja čiji je cilj identificirati motivaciju i zadovoljstvo polaznika Posebnog programa obrazovanja pomoraca koji se izvodi na Sveučilištu u Zadru. Program se izvodi u šest modula po mjesec dana, zbog očekivanja da će takva organizacija nastave omogućiti pomorcima da pohađaju nastavu u razdobljima dok nisu na plovidbi.

Ressources

| 10 Novembre 2015
| par Nives Vučić

Podaci najnovijeg Statističkog ljetopisa (2012.) pokazuju obrazovnu strukturu građana RH. Podaci čine osnovu za višestrano razmatranje obrazovnih potreba građana RH prema nekoliko temeljnih varijabli: kronološka dob i spol, nepismenost, razina obrazovanja, gospodarske grane(sektori), aktivno i neaktivno stanovništvo, zaposleni i nezaposleni i druge. Cilj rada je razmotriti najnoviju obrazovnu sliku Hrvatske, te prodiskutirati odnos obrazovnih potreba s tržišnim potrebama, strateškim ciljevima i obilježjima suvremenih promjena u nacionalnom i europskom kontekstu.

Ressources

| 10 Novembre 2015
| par Nives Vučić

Demografsko starenje stanovništva u visoko razvijenim zemljama Zapadne Europe uzrokovalo je nove društvene i ekonomske trendove na kojima se temelji međunarodni projekt Ellan, pokrenut u cilju izrade zajedničkog europskog okvira temeljnih kompetencija za rad sa starijim osobama. Uloga institucija visokog obrazovanja i koncepcija cjeloživotnog učenja ključne su za podizanje kvalitete stručnog osposobljavanja i profesionalnog usavršavanja svih ljudskih resursa uključenih u rad sa starijim osobama.

Ressources

| 10 Novembre 2015
| par Nives Vučić

Digital technology creates challenges for teachers, teacher trainers and professional development. This paper looks at the current situation with digital technology in Maltese schools. Drawing on experiential evidence, it posits digital technology in schools in a broader context, arguing that the challenge is that of providing for a “good education” that goes beyond digital technology, calling for a paradigm shift with an emphasis on the learning processes involved in teaching.

Pages

S'abonner à EPALE RSS