This study shows that learning can support labour market transitions of adult workers by increasing their adaptability to a changing environment. The study offers a colourful mosaic of life and career patterns, and intends to increase awareness of the importance of the various policies – guidance, counselling, and participation in education and training – that can effectively support adults in making better career decisions.
European qualifications framework (EQF) levels reveal what a learner knows, understands and can do at the end of a learning experience. EQF level 5 qualifications appeal to learners as they open up prospects on several fronts: immediate employment, career advancement, and further learning.
This report provides guidance for the labour market integration of migrants. The European Centre for the Development of Vocational Training (CEDEFOP) skill forecasts point to another challenge already visible in some countries: namely a falling labour supply and shortages as the population ages.
This briefing paper provides a short overview on how adult learning provides outcomes that support and add value to a variety of local priorities as well as being of intrinsic value in its own right. It contains examples gathered through case studies and through using a Social Return on Investment approach.
Developments in sectoral and occupational classifications have a serious impact on the consistency of time series data, which are essential for comparisons of future and past trends and good forecasting. This publication highlights technical difficulties caused by changes in international classifications of sectors (National Association for Able Children in Education) and occupations (ISCO) and how these changes were managed in CEDEFOP’s skill forecasts results.
Guiding principles on professional development of trainers in vocational education and training (VET).
This handbook aims to provide policy guidance on continuous vocational education and training (CVET) on the basis of examples of effective practices, a discussion of success factors and a demonstration of the benefits of investing in it.
The Further Education Learning Technology Action Group (FELTAG) report looks at paths forward to a digital future for Further Education and Skills. Recommendations in the report are based on the work of the FELTAG group and an open conversation amongst the wider community.
Briefing note on influences and obstacles on qualification frameworks across Europe.
Wiki for the Poerup, policies for Open Educational Resource uptake project funded by the Lifelong Learning Programme.
Case Studies Open Educational Resource Wiki by the Poerup project, partly funded by the Lifelong Learning Programme.
Open Education Initiatives Wiki created by the POERUP project, funded under the Lifelong Learning Programme.
This report reviews EU policy developments in vocational education and training and developments in Open Educational Resource analysed by Policies for Open Educational Resources Uptakes and other current projects.
The report reviews EU policy developments in higher education and developments in Open Educational Resource analysed by POERUP.
POERUP is part funded by the European Commission’s Lifelong Learning Programme.
The overall aim of POERUP is to provide information which will support the development of effective policies to promote the uptake of Open Educational resources, especially across the EU, in all main educational sectors.
This study is conducted within the frame of the POERUP project, funded by the lifelong learning program of the European Commission (POERUP, 2013). The POERUP project aims to enable the development of policies to stimulate the uptake of open educational resources.
Mathematics in Action: Commonalities across Differences a handbook for Teachers in Adult Education
Description of Teacher's competence in initial and functional literacy for adults with non-Nordic mother tongues. The first Nordic description of the competencies required of a professional teacher of initial and functional literacies to adults whose mother tongue is not a Nordic language.
Professional development for teachers of adult basic skills, report from The Basket project from the European Basic Skills Network. BASKET is a Learning Partnership within the Grundtvig/LLP programme, cooperating with the European Basic Skills Network (EBSN). BASKET is addressing the need for professional adult basic skills teachers. By basic skills we refer to reading, writing, oral communication, everyday maths and digital competences. The partnership has partners from Norway, Germany, Switzerland, Romania, the Czech Republic, Hungary, England and Scotland.
The 2014 professional standards define the professional requirements of teachers, trainers and tutors of post 16 learners, and underpin good teaching practice in the sector. This includes describing the skills, knowledge, values and attributes of those individuals.
The intended audience for the 2014 standards are:
Short description of materials, curriculums and research with the focus on the professionalization of (professional and volunteer) teachers of basic skills from the Netherlands.
Education Scotland has published the professional development framework for Scotland's adult literacies workforce. This is part of the implementation of the Scottish Government’s ten-year strategy for raising the literacies levels of Scotland’s adults.
The framework is for:
Short description of materials, curriculums and research with the focus on the professionalization of (professional and volunteer) teachers of basic skills in Norway.
Short description of materials, curriculums and research with the focus on the professionalization of (professional and volunteer) teachers of basic skills, Germany. Specialisation for European Teachers of Basic Skills for Adults, project by EBSN.
This document is the result of discussions and exchange in the ALFIE (Alphabetisation of Immigrants to Europe) partnership. Their goal was to outline current challenges and to propose possibilities for further development in the field of alphabetisation (initial literacy) for adult immigrants.
Bibliography of relevant research on adult learning in the Netherlands.
Report on research on adult learning by Fafo – Institute for Applied International Studies.
Existing research on adult learning in Norway is broad and diverse. Various research environments and individual researchers have been active in the field and several areas and disciplines are represented. This literature review presents various approaches and theoretical perspectives.
Blended learning is an area of ELT that continues to be of interest to practitioners in the field. Despite this, little can be found in the literature on blended learning course design or detailed descriptions provided of blends used in ELT contexts. This publication, which contains twenty case studies from around the world, addresses this deficit by illustrating blends being employed on EAP, ESP, Teacher Development and general EFL courses.