Using social media as a learning platform could be an outreach strategy for low-skilled adults.

Voksne med lavt kompetenceniveau opfattes ofte som 'late adopters' af nye trends. Men dette synes ikke at være tilfældet med de sociale medier. I løbet af de sidste 10 år har voksne i Holland med lavt kompetenceniveau mere og mere brugt informations- og kommunikationsteknologier (IKT) privat men også i læringssammenhænge.

There is an increased use of information and communication technologies in adult learning. This is mainly due to three reasons: ICT has the capacity to enhance learning; it can widen access to learning opportunities; and while using ICT in adult education, the learner also acquires digital skills which are pivotal for living and working in today’s society. This paper will summarize the research on the use of social media and smart devices in adult learning.

Inden for voksenuddannelse er der sket en stigning i brug af informations- og kommunikationsteknologier (IKT). Rapporten "Mobil læring og sociale medier i forbindelse med voksenuddannelse", skrevet af Jan Hylén, handler om brugen af sociale medier inden for voksenuddannelse og voksenundervisning.  

Una dintre marile idei ale actualelor politici publice este dezvoltarea capitalului social în comunităţi, pentru a le ajuta să se regenereze. Acest fapt este considerat ca fiind binevenit, deoarece “implică o deschidere mai mare asupra capitalului uman decât o face discursul public privind învăţarea continuă”. Deşi este utilizat extensiv, mai ales referitor la componenta de evaluare a comunităţii, conceptul de capital social este destul de rar definit în manualele operaţionale dedicate metodologiei dezvoltării comunitare sau în literatura de specialitate din România.

Revija o poklicnem izobraževanju in usposabljanju tudi tokrat prinaša zanimive prispevke, med drugim o usposabljanju in spretnostih univerzitetnega laboratorija in inženirskih delavnicah tehnikov ter o prispevku opazovanja učenja vajencev. Beremo o delu ponudnikov učenja z mladimi NEET (Not in Education, Employment, or Training), zanimiv pa je tudi prispevek o skupnem načrtovanju poslovanja v začetnem poklicnem izobraževanju in usposabljanju ter o posledicah reforme vajeništva na trgu zasebnega usposabljanja.

A recent census has highlighted that half of the unemployed Maltese youngsters aged between 16 and 24 do not see a future for themselves. This resources gives an interesting discussion on this theme discussing what might be the causes of such results.

Role plays consolidate language learnt in the class and increase learners’ confidence. The British Council demonstrate how to set role plays up, different ideas to use and how to support learners. It also shows how to give feedback and use role play to develop your learners’ speaking skills.

This report contains a description and results of a consultation on the level of commitment to, and usage of, the ’Social-Practice’ model of delivery by adult learning providers in Scotland. The consultation was undertaken by the Community Learning and Development team at Education Scotland.
The CLD Team is responsible for leading the implementation of Scottish Government policy and practice development for Community Learning and Development (CLD). The team has a clear role to provide a focus on policy implementation and practice development in adult learning.
 

This is the report from the Digitally Agile project that aimed to provide the CLD sector, Education Scotland and the ScottishGovernment with a comprehensive picture of ‘new technologies’ used in current practice in the sector and barriers faced. The project ran a skills audit between February and April 2012.

Developed by Youthlink Scotland for Education Scotland.

A summary of the range of problem areas associated with SpLD including suggestions about appropriate adjustments.

This report from NHS Tayside looks at how low literacy can lead to poor health, and considers how to improve the ability of health services to meet their needs. The report is based on data from Dundee.

Produced by NHS Tayside 2013

Stichting Lezen & Schrijven wilde samen met een aantal partners meer inzicht geven in het effect van taalprojecten in Den Haag. De universiteit van Maastricht heeft hier onderzoek naar gedaan.

Het onderzoek, gebaseerd op de uitkomsten van een vragenlijst, laat zien dat de gestelde doelstellingen zijn behaald en een betere taalvaardigheid in de meeste gevallen leidt tot een betere plek in de samenleving.

A family learning resource to support embedding core skills into family learning programmes. The material covers communication, working with others and problem solving.

Developed by WEA Scotland.

A list of ideas and activities for using digital cameras to stimulate adult literacies learning. Many of the activities came from a national project that supplied digital cameras to literacies tutors in Scotland and represent tried and tested activites.

Produced by Education Scotland  

Who participates in education today? How much is spent on learning? How do education systems operate and what results do they achieve? Through five OECD books, find out what’s new about education in 2015!

This report provides a systematic review and empirical evidence related to the experiences of middle-income countries and economies participating in the Programme for International Student Assessment (PISA), 2000 to 2015. PISA is a triennial survey that aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. To date, students representing more than 70 countries and economies have participated in the assessment, including 44 middle-income countries, many of which are developing countries receiving foreign aid.

Specific Learning Difficulties 2 Training PowerPoint and Handouts.

Across OECD countries, 5% of students expect to work as teachers: 3% of boys and 6% of girls. The academic profile of students who expect to work as teachers varies, but in many OECD countries,students who expect to work as teachers have poorer mathematics and reading skills than other ambitious students who expect to work as professionals but not as teachers. PISA shows that, on average, a higher percentage of students expects to work as teachers in countries where teachers’ salaries are higher.

SpLD 1 Training PowePoint and handouts Specific learning differences/difficulties (SpLD) are a range of conditions that affect the individual’s abilities to learn in normal contexts by traditional methods.

This resource from the Scottish Book Trust proivides ideas for writing about something we treasure. It could be from the past or the present, but somthing you’ll never forget it. Whether it is cheap or expensive, it is priceless to you. Whatever or wherever it is, whether it is yours or lives in a museum, has passed down through your family, was found on a beach; whether it is a gift, a souvenir or an everyday object, your treasure holds a story, the story of what it means to you.

Developed by the Scottish Book Trust for their 2013 theme

An article about "collective impact", an approach to collaboration in the planning and measuring of the impact of adult learning.

Stanford Social Innovation Review 2011

Book Week Scotland 2013 led to the producion of Treasures, a collection of stories from all over Scotland that centre on the theme of a “treasure.”.The stories are available online at the Scottish Book Trust website and can be downloaded as an ebook.

This set of Tutor Notes to accompany the book which give some useful ideas for developing writing with adults.

A lesson based around getting learners to think and consider their community with embedded Core Skills Communicatin award at level 2, 3 or 4.    

This report explores what story and storytelling is, and whether autobiographical, first-person storytelling has a valuable impact and can engender positive, meaningful change for individuals. While the report thinks particularly about social services practice, the principles dicussed have relevance for working with people in a CLD context.

Produced by The Institute for Research and Innovation in Social Services (IRISS)

This resource provides a session to help tutors set up a blog with their literacies group using Blogger. The aim is to develop literacies practitioners’ confidence to use blogging in their groups, explorign the advantages of blogging with literacies groups.

Contributed by Gillian Lawrence (Join in Edinburgh)

Conference report, videos and presentations from the EPALE Digital Learning - What Works? conference, which took place on Monday 30th November 2015 at the The Studio in Manchester.

This event brought together digital experts, policy makers, and providers who deliver adult learning in the UK to discuss the strategies that make digital learning work.  The conference was made up of a mix of plenary sessions and practical workshops designed to support digital skills and learning.

This report presents the findings of work to identify the impact of community learning on volunteering, undertaken as part of the Community Learning Innovation Fund (CLIF). The evidence gathered shows how learning and volunteering are complementary activities, which together can produce opportunities and benefits that are greater than the sum of the parts; from modest amounts of investment, significant outcomes have been realised for learners, families and communities.