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EPALE

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

 
 

This is a case study produced by the Dialogue project Bridges between Research and Practice in universities of lifelong learning (ULLL). The key purpose of the DIALOGUE- Grundtvig network was to bridge the gap between academic research on ULLL and the professional practice around adult teaching, learning and guidance within ULLL-provision. The case study examines ULLL for pre-university teachers.

This is a case study produced by the Dialogue project Bridges between Research and Practice in universities of lifelong learning (ULLL). The key purpose of the DIALOGUE- Grundtvig network was to bridge the gap between academic research on ULLL and the professional practice around adult teaching, learning and guidance within ULLL-provision. The case study examines higher education for students with disabilities.

This is a case study produced by the Dialogue project Bridges between Research and Practice in universities of lifelong learning (ULLL). The key purpose of the DIALOGUE- Grundtvig network was to bridge the gap between academic research on ULLL and the professional practice around adult teaching, learning and guidance within ULLL-provision. The case study links research and practice at post-graduation level at the University of Porto.

This is a case study produced by the Dialogue project Bridges between Research and Practice in universities of lifelong learning (ULLL). The key purpose of the DIALOGUE- Grundtvig network was to bridge the gap between academic research on ULLL and the professional practice around adult teaching, learning and guidance within ULLL-provision. The case study examines the return to learning programme as a bridge to higher education.

This is a case study produced by the Dialogue project Bridges between Research and Practice in universities of lifelong learning (ULLL). The key purpose of the DIALOGUE- Grundtvig network was to bridge the gap between academic research on ULLL and the professional practice around adult teaching, learning and guidance within ULLL-provision. The case study examines how to widen participation and outreach campuses in Ireland.

This is a case study produced by the Dialogue project Bridges between Research and Practice in universities of lifelong learning (ULLL). The key purpose of the DIALOGUE- Grundtvig network was to bridge the gap between academic research on ULLL and the professional practice around adult teaching, learning and guidance within ULLL-provision. This case study examines the widening possibilities to study university degree-oriented studies (Administrative Law) in the open university 2007-2010.

This is a case study produced by the Dialogue project Bridges between Research and Practice in universities of lifelong learning (ULLL). The key purpose of the DIALOGUE- Grundtvig network was to bridge the gap between academic research on ULLL and the professional practice around adult teaching, learning and guidance within ULLL-provision. Case study about Noste (Finnish Adult Education and Training Initiative) aimed at raising the educational level of adults of thirty to fifty-nine years of age who have not completed their secondary education in Finland.

This is a report produced by the Dialogue project Bridges between Research and Practice in universities of lifelong learning (ULLL). The key purpose of the DIALOGUE- Grundtvig network was to bridge the gap between academic research on ULLL and the professional practice around adult teaching, learning and guidance within ULLL-provision. The report examines university and lifelong learning in Scotland.

This is a report produced by the Dialogue project Bridges between Research and Practice in universities of lifelong learning (ULLL). The key purpose of the DIALOGUE- Grundtvig network was to bridge the gap between academic research on ULLL and the professional practice around adult teaching, learning and guidance within ULLL-provision. The report examines university and lifelong learning in Spain.

This is a report produced by the Dialogue project Bridges between Research and Practice in universities of lifelong learning (ULLL). The key purpose of the DIALOGUE- Grundtvig network was to bridge the gap between academic research on ULLL and the professional practice around adult teaching, learning and guidance within ULLL-provision. The report examines university and lifelong learning in Slovakia.

This is a report produced by the Dialogue project Bridges between Research and Practice in universities of lifelong learning (ULLL). The key purpose of the DIALOGUE- Grundtvig network was to bridge the gap between academic research on ULLL and the professional practice around adult teaching, learning and guidance within ULLL-provision. The report examines university and lifelong learning in Romania.

This is a report produced by the Dialogue project Bridges between Research and Practice in universities of lifelong learning (ULLL). The key purpose of the DIALOGUE- Grundtvig network was to bridge the gap between academic research on ULLL and the professional practice around adult teaching, learning and guidance within ULLL-provision. The report examines university and lifelong learning in Portugal.

This is a report produced by the Dialogue project Bridges between Research and Practice in universities of lifelong learning (ULLL). The key purpose of the DIALOGUE- Grundtvig network was to bridge the gap between academic research on ULLL and the professional practice around adult teaching, learning and guidance within ULLL-provision. The report examines adult learning and lifelong learning in Ireland.

This is a report produced by the Dialogue project Bridges between Research and Practice in universities of lifelong learning (ULLL). The key purpose of the DIALOGUE- Grundtvig network was to bridge the gap between academic research on ULLL and the professional practice around adult teaching, learning and guidance within ULLL-provision. The report examines research and study at university in Finland.

In 2011, The Department for Business, Innovation & Skills commissioned Taylor Nelson Sofres to conduct longitudinal research in order to build a deeper and more robust understanding of the various impacts of community learning on individuals, families and communities. The research consists of a multi-cohort longitudinal design. All learners in this cohort completed a community learning course between July 2011 and February 2012.

ESCO is the multilingual classification of European Skills, Competences, Qualifications and Occupations. ESCO is part of the Europe 2020 strategy. The Commission services launched the project in 2010 with an open stakeholder consultation. DG Employment, Social Affairs and Inclusion and DG Education and Culture – supported by the European Centre for the Development of Vocational Training (Cedefop) – jointly coordinate the development of ESCO. Stakeholders are closely involved in the development and dissemination of ESCO.

This policy brief is based on the European Quality Assurance in Vocational Education and Training (EQAVET) peer learning activity (PLA) on the quality assurance procedure of self-assessment in vocational education and training which took place in Budapest, May 22-23, 2013. The PLA brought together quality assurance national reference points, VET (vocational education and training) providers, practitioners, government agencies and those with a national or regional responsibility for VET policy from 14 member countries.

This policy note is based on the European Quality Assurance in Vocational Education and Training (EQAVET) sectoral seminar on the quality assurance of education and training in the ICT sector, which was hosted in Berlin by BITKOM, the Federal Association for Information Technology, Telecommunications and New Media, (October 14-15, 2013).

This policy brief is based on the European Quality Assurance in Vocational Education and Training peer learning activity (PLA) on EQAVET indicator 6 Utilisation of acquired skills at the workplace,hosted by the Department for Employment and Learning, Northern Ireland – Directorate for Further Education Policy – Belfast, December 3-4, 2013.

This report presents the results of the joint seminar for national stakeholders involved in the implementation of the European Quality Assurance in Vocational Education and Training (EQAVET), the European Qualifications Framework (EQF) and the European Credit system for Vocational Education and Training (ECVET) on the impact of the shift to learning outcomes on qualifications-related processes and the influence of the EU tools on those processes in their respective countries.The seminar was organised by the EQAVET Secretariat and hosted by the German Federal Institute for Vocational Educati

This report presents the discussions and conclusions reached at the joint expert seminar on quality assurance and improving the permeability between VET and higher education. It was organised by the European Centre for the Development of Vocational Training (CEDEFOP) and the EQAVET (European quality assurance in vocational education and training) Secretariat, in the premises offered by the European Economic and Social Committee.

This is an independent report prepared by the European Lifelong Guidance Policy Network (ELGPN), a Member State network in receipt of EU financial support under the Lifelong Learning Programme. The kit is designed to help policy-makers and other stakeholders to review existing lifelong guidance provision within their country or region, and to identify issues requiring attention and gaps that need to be filled, drawing from practices in other European countries.

UNESCO's Institute for Lifelong Learning Effective Literacy Practices Database Experience is an open database of effective literacy practices across the world. In order to encourage all key actors to share their experiences and gain inspiration from innovative approaches in the field of literacy, this website provides a selection of effective adult literacy and numeracy programmes from all regions of the world.

Policy brief from European Expert Network on Economics of Education (EENEE) on how workers' skills are crucial for success on modern labour markets. The brief examines evidence from the new Programme for the International Assessment of Adult Competencies (PIAAC) that suggests that skills are highly valued in modern economies. On average, going up one (out of five) PIAAC proficiency levels is associated with an 18 percent wage increase. But the labor-market returns to skills differ widely across European countries, from 12 to 24 percent.

Policy brief from European Expert Network on Economics of Education (EENEE) on the need to activate universities as engines of growth in Europe. The brief examines questions like are European universities able to match societies’ expectations as engines of innovative growth without jeopardizing their main missions of education and basic research?

Policy brief from European Expert Network on Economics of Education (EENEE) on the need to have great teachers to create lasting value in education. The brief reflects on a large body of research that indicates that one way for a country to improve on its educational performance is to attract and retain excellent teachers.

The European area of skills and qualifications report presents the results of a survey on the views of stakeholders on the problems faced by learners and workers with regard to the transparency and recognition of their skills and qualifications when moving within and between EU Member States, on the adequacy of the related European policies and instruments, and on the potential benefits of developing a “European Area of Skills and Qualifications”.

The Education and Training Monitor is an instrument to foster and encourage evidence-based policy making. It is an annual report that illustrates, in a succinct document, the evolution of education and training systems across Europe. It takes into account a variety of benchmarks and indicators, as well as recent studies and policy developments.

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