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

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?

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| 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.

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| 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.

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| 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.

Ressources

| 10 Novembre 2015
| par Nives Vučić

Teachers’ profession is regulated in Finland, and the qualifications required from teachers are defined in legislation. Since 1979 all teachers in general education are required a Master’s degree. Finish teacher education involves also pedagogical studies and guided teaching practice, which is implemented in the universities’ own teacher training schools. A recent survey showed that 89 % of the Finish principals and teachers were deemed to be qualified to perform their tasks (Kumpulainen 2014, 33).

Ressources

| 10 Novembre 2015
| par Nives Vučić

U ovom radu analiziran je pojam građanskih kompetencija, njezino određenje i sadržaj u hrvatskim i europskim odgojno-obrazovnim dokumentima. U radu se analiziraju sljedeći normativni i strategijsko-razvojni dokumenti: Nacionalni okvirni kurikulum za predškolski odgoj i obrazovanje te opće obvezno i srednjoškolsko obrazovanje (2010), Nacionalni program odgoja i obrazovanja za ljudska prava i demokratsko građanstvo (1996), Hrvatski nastavni plan i program (2006), Plan razvoja sustava odgoja i obrazovanja 2005. - 2010.

Ressources

| 10 Novembre 2015
| par Nives Vučić

Što se profila predavača tiče, idealno je da predavač ima fakultetsku naobrazbu, odnosno diplomu inženjera te iskustvo rada u struci (što je posebno važno za usko specijalizirane teme) kako bi mogao prenijeti vlastita praktična iskustva, ukazati na prednosti i nedostatke timskog rada i slično. Moguće je prepoznati dva različita profila predavača u računarstvu, a koje bi se po uzoru na Europsku komisiju moglo poistovjetiti (razlučiti) s IKT generalistima (engl. ICT generalist) i IKT stručnjacima (engl. ICT expert).

Ressources

| 9 Novembre 2015
| par Alessandra Cecc...

L’articolo illustra i risultati del progetto “IT – Implementation of  the European Agenda for Adult Learning” che consistono nella presentazione di proposte realizzabili e sostenibili su tre assi tematici (nuove tecnologie; apprendimenti non formali e informali; cittadinanza attiva e coesione sociale),  come contributo all’innovazione delle politiche e delle prassi in materia di adult learning.

Ressources

| 9 Novembre 2015
| par Anne Hjelm Larsen

The publication "Socio-pedagogical competence - better relationships" , by Bjarne Wahlgren, Kristina Mariager-Andersson og Sia Hovmand, shows results from a development project on new teachers roles.

The need for socio-pedagogical competence” was the title of an article in the jubilee edition of ‘Voksenuddannelse’ in April 2012. The following question was asked in the article: Can more focus on students' well being and learning benefits reduce dropout rates at Danish adult education centres (VUCs)?

Ressources

| 9 Novembre 2015
| par Rob Schroeder

Créé en 1957, le Fonds social européen est le principal instrument financier de l’Union européenne qui investit dans le capital humain. Il soutient l’emploi et aide les personnes à parfaire leur formation et leurs compétences afin d’améliorer leurs perspectives professionnelles.

Au Luxembourg, les programmes FSE sont gérés par le Ministère du Travail, de l’Emploi et de l'Economie sociale et solidaire.

Ressources

| 9 Novembre 2015
| par Jodie Crossley

A report from the UK Commission for Employment and Skills (UKCES) providing an assessment of the current and future trends in the UK’s skill profile compared to OECD member states.

Ressources

| 9 Novembre 2015
| par Karine Nicolay
Het CLOCH project is een deel van het Britse 'Heritage Lottery Fund‘s Skills for the Future' programma. Het project liep van 2011 tot 2014 en bood 16 mannelijke deelnemers uit kansarme milieus een leerwerkplaats. De coördinatie van CLOCH was in handen van de Glamorgan Archives. Verschillende bibliotheken, archieven en musea in South Wales boden de cursisten een leerwerkplaats en gaven hen zo de kans om de nodige ervaring op te doen in de erfgoedsector.

Ressources

| 9 Novembre 2015
| par Karine Nicolay
The CLOCH project is part of the Heritage Lottery Fund‘s ‘Skills for the Future' programme and has provided work-based training opportunities for 16 bursary holders over three years. CLOCH is a partnership project, led by Glamorgan Archives, bringing together libraries, archives and museums across South Wales to offer placements and work experience in the heritage sector.

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