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


This Staff Working Document presents a review of the progress made since September 2007 when the Action Plan on Adult Learning: It is always a good time to learn was adopted by the European Commission.

The Action Plan defined five concrete actions which the European Commission and Member States should seek to implement in order to increase participation in and quality of adult learning and develop efficient systems that reach all adults and involve all relevant stakeholders.

This multilingual bibliographical database contains over 85,000 references on the topics related to CEDEFOP's priorities: Vocational education and training VET policy, training systems, qualifications and competences, lifelong guidance, skill needs, lifelong learning, informal and non-formal learning, training research, VET teachers and trainers, learning outcomes, European Qualification Framework (EQF), European credit system for vocational education and training (ECVET), adult learning. VET-Bib is also the catalogue of the CEDEFOP library collection.

Thematic bibliographies on key topics of vocational education and training (VET).

VET in Europe - Country reports are a product of the VET in Europe project and review vocational education and training systems in Member States, Iceland and Norway. They are prepared and updated by ReferNet, according to a common structure provided by CEDEFOP.

Europe has always been diverse, and it is becoming more so. This booklet finds out why and how this diversity can bring benefits, presenting some project examples to inspire you. This brochure gives a glimpse of reasons why Europe should celebrate its diversity and aims to stimulate new ideas for initiatives that can do more to promote diversity and fight for equality and tolerance.

This booklet intends to make the anti-racism and diversity educational activities available to a wider variety of people in different contexts. Therefore, it addresses educational activities exploring how we deal with the ways people form personal and social identities through the continuous interplay of previous knowledge and new learning opportunities as we move through the different stages of our life.

This booklet is not an in-depth encyclopaedia covering all aspects of Peer Education and Cultural Diversity, but it can be used as an essential guide of tips and tricks to get you moving on your own peer projects. As part of the strategy for reaching the needs of young people, SALTO Cultural Diversity and the Austrian National Agency joined forces to plan the PiPo (Peering in Peering out) training course.

To understand what Intercultural Communication is and in order not to propose a dictionary of terms, which would be like grasping the intangible, this booklet brings together different case studies and experience taken from European youth leaders.

The inspiration for this booklet came from the Quality in Cultural Diversity Projects seminar in co-operation with SALTO Cultural Diversity and the Turkish National Agency. While reading the booklet, you will find several references and outcomes from the event. This booklet aims to help you reflect upon your own experience as well as provide you with ideas taken from the best existing practice which can contribute to Quality in future Cultural Diversity projects.

This resource pack contains a set of tools and methods for youth activities, some personal insights of other youth workers involved in Intercultural Communication projects as well as theoretical inputs and references for further work in this area. Outcome of the training course organised by SALTO Cultural Diversity and the Bulgarian and Romanian National Agencies in September 2008, this booklet is a practical toolkit for youth work in the context of Intercultural Communication.

This leaflet aims at answering the how, where, and what ways you can be more successful on the topic of Intercultural Dialogue. This leaflet was produced by SALTO Cultural Diversity in co-operation with the Turkish National Agency for the Youth in Action programme.

The We Are All Europeans booklet aims to convey a positive and empowering image of youth with a migrant and minority background by highlighting how youth projects can empower young people to see cultural diversity as an asset, and migration as an opportunity.

SALTO Cultural Diversity has created a resource pack for youth workers across Europe based on the individual themes of its long running network course, ‘Value the Difference’. The Resource Pack contains 9 chapters (reflecting the different topics of the Value the Difference training course – including Migration, Citizenship and Intercultural Competence) which are split up into 2 different sections; one giving up to date information, data and case studies on the relevant topics, with the second providing practical examples of how to engage young people with these topics.

This research aims at giving validity to the 'working definition' of Intercultural Competence created for SALTO Cultural Diversity as well as linking the current practice to theory. The report elicits how far the qualities within Intercultural Competence can be part of youth work practice, and it illustrates them with real examples to make the definition operational.

Taking account of the growing importance of training offers for trainers in Europe, the Partnership Programme and the SALTO Training and Co-operation Resource Centre organised the first "European Stakeholders Meeting on European-Level Training of/for Trainers". During this meeting, Miguel Angel García López presented a "Mapping Study of European-Level Trainings of Trainers" in which he identified the past as well as the current offers for trainings of trainers in Europe.

In the main part of the study, the authors present possible objectives and advisable key contents (in terms of knowledge, attitudes and skills) of an eventual training process in relation to each of the eight key competences. Subsequently, a concept for a training scheme is proposed that would serve to qualify European level youth work trainers in accordance with the competence profile and the eight key competences for lifelong learning.

Study 1 "Quality in non-formal education and training in the field of European youth work" by Helmut Fennes and Hendrik Otten (2008). The study on quality in non-formal education and training by H. Fennes and H. Otten is one of the first tangible results of the Stakeholders | meeting in Budapest in June 2007. One of the objectives of the study is to present an inventory of relevant documents published in the past.

Summary of European-level developments related to recognition of youth work and non-formal and informal learning in the field of youth. The current overview reflects the state of affairs of December 2012. Produced by SALTO and members of the Expert Group on Recognition and the Youthpass Advisory Group.

This manifesto has been written by reading adult learners from Belgium, France, Germany, Ireland, Netherlands, Scotland and Spain. This manifesto has been developed in the framework of the Eur-Alpha network (2009 – 2012).

This report summarises the work undertaken by the Eur-Alpha network composed of 16 partners from 12 countries. The report focuses on the development of literacy and basic skills for adults as an essential element in building a European knowledge society.

The European Qualifications Framework-Pro’s (EQF-Pro) main objective was first to understand what was happening concretely in some countries in higher education institutions at EQF levels 5 and 6, then, to analyse what were the elements likely to explain this situation. The final objective was to elaborate - on the basis of the analysis of qualifications (29) awarded at level 5 or 6 in two sectors, Bank/Insurance and IT - some propositions and recommendations on potential solutions.

This case-study focus on the post-graduation experience in Education at the University of Porto.This report was prepared by Isabel Menezes and Pedro Teixeira from the University of Porto after a review of data on post-graduation in Education, including guidelines and curricular documents for Masters and PhD in Education, reports about students and their profiles, and the theses and dissertations completed since 2005.


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