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EPALE

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

 
 

The COMPASS project created an evidence base for in-depth knowledge about the state of play and the difficulties and challenges in implementing National Lifelong Learning strategies. It provided a platform of exchange and sharing best practices and nourish the discussions on regional, national and European level for future workplans and recommendations towards a European Lifelong Learning Area.

The COMPASS project created an evidence base for in-depth knowledge about the state of play and the difficulties and challenges in implementing National Lifelong Learning strategies. It provided a platform of exchange and sharing best practices and nourish the discussions on regional, national and European level for future workplans and recommendations towards a European Lifelong Learning Area.

The BeFlex Plus project set out to address the problem that universities of lifelong Learning (ULLL) has not been high in the priorities of the Bologna process, until recently. It builds on the first BeFlex project funded under the Socrates programme, which provided a baseline of the state of play in ULLL and the use of Bologna tools in it development.These case studies represent one of the outputs of the project to achieve these objectives.

The BeFlex Plus project set out to address the problem that universities of lifelong learning (ULLL) has not been high in the priorities of the Bologna process, until recently. It builds on the first BeFlex project funded under the Socrates programme, which provided a baseline of the state of play in ULLL and the use of Bologna tools in its development.These training materials represent one of the outputs of the project to achieve these objectives.

This project aimed to monitor the way in which the flexibility offered by the Bologna reforms and tools are being used to develop universities of Lifelong Learning (ULLL) and to map progress since the first BeFlex survey in 2006. It also sought to provide a new focus on the use of the Bologna tools in supporting and promoting regional learning partnerships, identifying different models of collaboration between Universities and other providers and stakeholders for promoting participation and progression into and through ULLL.

EUCEN’s objective in the BEFLEX project was to verify and measure the impact of the Bologna process on ULLL policy and practice implemented by ULLL/UCE services in higher education institutions in recent year. These are the case studies on BeFlex Benchmarking Flexibility in the Bologna Reforms presented by Pat Davies (EUCEN), on behalf of the project partnership.

The objective of the European Universities Continuing Education Network (EUCEN) in the BEFLEX project was to verify and measure the impact of the Bologna process on universities of lifelong learning (ULLL) policy and practice implemented by ULLL/UCE services in higher education institutions in recent year. This is the final report BeFlex Benchmarking Flexibility in the Bologna Reforms presented by Pat Davies (EUCEN), on behalf of the project partnership.

The EU GRUNDTVIG project “TRAIN – Professionalization of Literacy and Basic Education – Basic Modules for Teacher Training” began in October 2006. The project expanded for two years and involved partners from Germany, Ireland, Slovenia, France, Cyprus and Switzerland. The project produced country reports on professional development in the field of Literacy and Basic Education based on a questionnaire.

The EU GRUNDTVIG project “TRAIN – Professionalization of Literacy and Basic Education – Basic Modules for Teacher Training” began in October 2006. The project expanded for two years and involved partners from Germany, Ireland, Slovenia, France, Cyprus and Switzerland. This is the introduction to the strategies for five continuing basic education modules for teachers in the area of literacy and basic education.

The SENIOR CAPITAL project wishes to contribute to the economic competitiveness of CENTRAL EUROPE through developing knowledge and enlarging quality work force with a focus on seniors. The specific project’s objective is to put transnational strategies into action to better exploit the economic potential of an ageing population while creating opportunities for businesses. This report aims to provide a European Benchmark for senior specific education and employment services.

This report maps the development of the Programme, from determining what should be measured, to defining the meaning of PIAAC’s (Programme for the International Assessment of Adult Competencies) three core domains, “literacy”, “numeracy” and “problem solving in technology-rich environments”, to designing assessment tasks and determining how those tasks will be interpreted. It summarises the draft frameworks, developed by dedicated experts, for each of the assessment domains, and includes examples of the items and stimuli used to measure proficiency in the three domains.

VINEPAC seeks to improve the adult educator’s image and to consolidate their professional status, and also promotes the compatibility, transferability and transparency of competencies and qualifications at European level. The quality of our attempt is guaranteed by the complementary of the partner institutions, covering in a coherent, functional network of all the authorities supposing to contribute to it: universities, research pedagogical institutes, accreditation bodies and their respective networks of practitioners.

This bibliography is published annually to inform the staff of the UNESCO Institute for Lifelong Learning (UIL), researchers and institutions working in the field worldwide about publications on lifelong learning acquired by the Documentation Centre of the UIL. For electronic subscription of the lists please contact UNESCO at uil-lib@unesco.org.

Lifelong learning is at the core of UNESCO’s mandate. Since its founding, the Organization has played a pioneering role in affirming the critical role of adult education in the development of society and promoting a comprehensive approach to learning throughout life.

The UNESCO Institute for Lifelong Learning (UIL) published a research study titled “Literacy and Women’s Empowerment: Stories Of Success And Inspiration” in contribution to the International Literacy Day on 8 September 2013. The study describes innovative approaches to developing literacy and learning for women, who are the majority of the world’s non-literate adults.

Citizenship, Democracy and Lifelong Learning is an outcome of an international seminar organized by the UNESCO Institute for Education (UIE) in partnership
with the Faculty of Education of the University of Hamburg in June, 2002.This publication contains a selection of papers representing key issues that were addressed during the seminar. It does not claim to contain an exhaustive discussion on citizenship, democracy and lifelong learning but it aims to highlight questions that are not often raised.

This book gives an account of the research efforts deployed at the independent evaluation of NOI. The New Opportunities Initiative (NOI) is one of the largest governmental programmes in recent decades to massively upgrade qualifications acquired. It demonstrates among others that recognition of non-formal and informal learning is crucial in order to improve competences needed in our societies today. Written on empirical evidence, this publication encompasses seven papers which were submitted to an extensive peer review procedure inspired by best practices in academic refereeing.

Proceedings and Outcomes of the Socrates/Grundtvig Network “International Adult Learners Week in Europe” (IntALWinE).

This documents provides a compilation of journals from adult learners who took part in the European Commission's sponsored International Adult Learners' Week in Europe.

The delegates of the International Adult Learners’ Conference held from 31 March - 4 April 2009 in Scotland agreed on a International Adult Learner's Charter.

The Sixth International Conference on Adult Education (CONFINTEA VI) was convened by the Director-General of UNESCO, following 33 C/Resolution 5 and 175 EX/Decision 9, adopted by the 33rd Session of the General Conference of UNESCO. At the invitation of the Government of Brazil, the Conference, with the theme Living and learning for a viable future: the power of adult learning, was held at the Hangar Convention Center, Bel?m do Par?, from 1 to 4 December 2009.

This Global Report on Adult Learning and Education builds on strong foundations. Since the first International Conference on Adult Education in 1949, UNESCO Member States have convened every twelve years to discuss the state of adult education in their countries. Since then, Member States committed to reporting every three yearson the development of adult learning and education, and they called on UNESCO to produce the Global Report on Adult Learning and Education (GRALE) at regular intervals.

The provision of non-formal literacy programmes for adolescents and adults is very diverse. On the one hand this diversity is a rich source because of the flexibility it offers, on the other hand it makes the governance of literacy policies more complex. UIL has initiated a multi-country action research project (RAMAA) to measure literacy programme participants’ learning outcomes. The project takes account of governance issues in such diversity.

The 24 papers collected in this book document the debates and discussions in the Shanghai International Forum on Lifelong Learning in May 2010. The aim of the Forum was twofold: to reinforce the momentum for lifelong learning engendered by the Sixth International Conference on Adult Education (CONFINTEA VI), and to share Member States’ best practice in harnessing the lifelong learning discourse as a comprehensive course of action for establishing learning systems and societies.

Ressources

Experience exchange and knowledge transfer are crucial means of promoting literacy and numeracy efforts. In order to encourage all key actors to share their experiences and gain inspiration from innovative approaches in the field of literacy, the website provides a selection of effective adult literacy and numeracy programmes from all regions of the world.

This bibliography about Adult Education: Quality Assurance, Educational Outcomes was compiled in February 2009.

Ressources

Family Literacy bibliography based on the holdings of the UNESCO Institute for Lifelong Learning, Documentation Centre and Library. Compiled by Imke Behr, last update May 2011.

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