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


This multilingual glossary defines 130 key terms used in European education and training policy. It also takes into account new priorities of European Union policy, mainly in skills and competence needs analysis. New definitions have been developed with the cooperation of experts from CEDEFOP's research and policy analysis team.

This Guide, by AELP,  pulls together all the various complex strands of policy and process that go to make up the employability and skills offer to unemployed people. It also provides ‘hints and tips’ based on real experience to help learning and skills providers make sense of those strands and consider how they might best respond to the challenges posed by the ongoing changes to the Adult Skills Budget (ASB), Department for Work and Pensions (DWP) and the Education Funding Agency (EFA) programmes.

This report, published by the Department for Business, Innovation and Skills (BIS) presents the findings of an evidence review on the value of learning technology to adult English, Maths learners and those engaged in courses for and English for Speakers of Other Languages (ESOL) or English Language Training (ELT). SQW undertook the review in partnership with the National Research and Development Centre for Adult Literacy and Numeracy (NRDC) at the Institute of Education, and the National Foundation for Educational Research (NFER).


Belemski akcijski načrt, eden pomembnejših dokumentov v izobraževanju odraslih, je bil sprejet decembra 2009 in velja za obdobje dvanajstih let. Ključna razvojna priporočila obsegajo naslednja področja: pismenost odraslih, politika, upravljanje, financiranje, participacija, vključenost in enakost, kakovost ter monitoring izvajanja Belemskega akcijskega načrta.


Este informe presenta los principales hallazgos del proyecto de la Agencia: Tecnologías de la Información y la Comunicación para la Inclusión (ICT4I) y utiliza todas las fuentes de la información del proyecto desarrolladas durante sus actividades. El informe trata de identificar los factores fundamentales que potencian el uso efectivo de las tecnologías de la información y comunicación en entornos inclusivos para todos los estudiantes, pero presta especial atención a las personas con necesidades educativas especiales y discapacidad.


Poročilo predstavlja glavne ugotovitve projekta Agencije za informacijske in komunikacijske tehnologije za inkluzijo (ICT4I) in izhaja iz vseh virov projekta, ki so bili razviti med projektnimi aktivnostmi. Poročilo poskuša identificirati kritične dejavnike, ki podpirajo učinkovito uporabo informacijske in komunikacijske tehnologije (IKT) v inkluzivnih okoljih za vse učence. Posebna pozornost je namenjena učencem s posebnimi potrebami in posebnimi izobraževalnimi potrebami.


Il presente rapporto presenta i risultati e le conclusioni principali emerse dal progetto dell'Agenzia Europea per i Bisogni Educativi speciali e l’Istruzione Inclusiva (ICT4I) e attinge a tutte le fonti di informazioni sviluppate nel corso delle attività di progetto.

La relazione identifica i fattori critici che sono alla base di un uso efficace delle tecnologie dell'informazione e della comunicazione (TIC) in contesti inclusivi per tutti gli studenti, prestando particolare attenzione agli studenti con disabilità e bisogni educativi speciali.

Táto správa predstavuje hlavné zistenia agentúrneho projektu Informačné a komunikačné technológie pre inklúziu (ICT4I) a vychádza zo všetkých zdrojov informácií, ktoré boli vytvorené v rámci aktivít projektu. Správa sa snaží identifikovať rozhodujúce faktory, ktoré tvoria základ pre efektívne využívanie informačných a komunikačných technológií (IKT) v inkluzívnom prostredí  pre všetkých účastníkov vzdelávania so znevýhodnením a osobitnými vzdelávacími potrebami.


Denne rapporten presenterer de viktigste funnene fra et prosjekt om IKT forinkludering, som er gjennomført i regi av The European Agency for Special Needs and Inclusive Education. Rapporten er et forsøkt på å identifisere kritiske faktorer som styrker effektiv bruk av ikt i inkluderingsarbeidet for alle typer lærende. Den retter spesiell oppmerksomhet på funksjonshemmede og lærende med spesielle behov.


Rapport met een opsomming van een aantal basisvoorwaarden voor het effectief inzetten van ict middelen voor volwassen leerders. De voorwaarden zijn de belangrijkst uitkomst van het project 'Agency Information and Communication Technology for Inclusion' (ICT4I) en gelden in principe voor alle groepen leerders, maar in het bijzonder voor mensen met een (leer)beperking. Het rapport baseert zich op een grote diversiteit aan bronnen.


This research looked at whether skills gained in learning on English and maths courses could be measured, and what factors lead to better outcomes. It also looked at whether learners experienced any economic and social benefits, such as: (1) improved employment opportunities; (2) increases in pay; (3) improvements in wellbeing; and (4) greater involvement in their children's education.

Resource document, produced by The Education and Training Foundation, for prison educators, managers and leaders to help you in your work with offenders. All the resources are arranged by the following themes and mapped to the Professional Standards for teachers and trainers in education and training in England, so you can find resources to support your practice.

The report, Growth Through People, calls for employers to lead the way, working with unions and the government, to ensure the UK has the skilled workforce needed to create better jobs and fight off international competition.


This report presents the main findings from the Agency Information and Communication Technology for Inclusion (ICT4I) project and draws upon all sources of project information developed during project activities. The report attempts to identify the critical factors that underpin the effective use of information and communication technology (ICT) in inclusive settings for all learners, but pays specific attention to learners with disabilities and special educational needs.


This document aims to provide a brief synthesis of 28 country reports regarding policies and practices in the area of vocational education and training (VET) in the field of special needs and inclusive education.

It is based on information and data collected through a questionnaire that country experts completed for the Agency project ‘Vocational Education and Training: Policy and Practice in the field of Special Needs Education’ (2009–2013).




This is a glossary of key terms in the 22 official languages of the European Agency for Special Needs and Inclusive Education, containing key words and expressions from Agency thematic and project work. This is an updated version of the three previous editions from 2003, 2005 and 2009, prepared by the Agency with the contribution of the Agency Representative Board members, National Co-ordinators and thematic project experts.


In November 2013, the European Agency for Special Needs and Inclusive Education (the Agency) organised an International Conference which facilitated an open debate on inclusive education. The debate involved all relevant stakeholders: decision-makers, researchers and practitioners, as well as people with disabilities and their families.

This document presents the five relevant messages presented by the Agency and debated in groups during the conference.


This guide is aimed at policy-makers, though practitioners and researchers may also find it useful. It builds on existing work by the European Lifelong Guidance Policy Network (ELGPN), including the Quality Assurance and Evidence (QAE) Framework which provides an approach for policy-makers to address quality assurance and evidence-based policy and system development. The guide synthesises the existing evidence on the impact of lifelong guidance and suggests how policy-makers might want to make use of this evidence and contribute to its development.


A powerpoint presentation on the Prisoner Peer Support Program by the South Australian Department for Correctional Services.


With 24 countries participating in the 2010 Eurydice reporting exercise on ‘New Skills for New Jobs’, the consultation provided a unique opportunity to gather information on recent national developments in skills forecasting and to assess how this information is channelled into education and training provision.


This report presents a focused comparative analysis of national responses to the Europe 2020 priorities in the field of education and training. It concentrates on recent and forthcoming national reforms across several thematic areas that have a direct relevance to the Europe 2020 strategy: early school leaving, higher education, youth employment and vocational education and training and lifelong learning.


This feasibility report contains a set of draft proposals for 'scoreboard indicators' focusing on conditions supporting learner mobility in higher education. Following up on a 2011 Council Recommendation through which Member States committed to promoting and removing obstacles to learner mobility, it aims to set a framework for monitoring progress. The report covers topics ranging from information and guidance to language preparation, portability of financial support, recognition and support to disadvantaged learners.


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