chevron-down chevron-left chevron-right chevron-up home circle comment double-caret-left double-caret-right like like2 twitter epale-arrow-up text-bubble cloud stop caret-down caret-up caret-left caret-right file-text

EPALE

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

 
 

Jde o rozsáhlou knihovnu více než 600 různých technik, které lze použít při workshopu. Atlas obsahuje nápady a techniky pro teambuilding, energizéry, kreativní seance, řešení problémů, analýzu apod. 

Sborník příspěvků 8. mezinárodní konference "Vzdělávání dospělých 2018 – transformace v éře digitalizace a umělé inteligence". Konferenci organizovala Česká andragogická společnost ve spolupráci s českými univerzitami. Obsahuje řadu studií týkajících se využití technologií ve vzdělávání nebo další profesní vzdělávání v éře globalizace.

Adult learning is a key part of the lifelong learning spectrum of which includes formal, non-formal and informal learning activities undertaken by adults. The wide benefits of adult learning are well documented and they show positive outcomes for both personal, social and economic wellbeing. The economic crisis highlighted the increasing need for adults to participate in lifelong learning activities: to develop personal competencies or to upskill for employment. It also revealed the importance of adult learning in achieving the goals of the Europe 2020 strategy. The strategy sets out a vision for Europe to become a ‘smart, sustainable and inclusive economy delivering high levels of employment, productivity and social cohesion’.

El proyecto Erasmus+ “ROI-MOB" surgió de la idea de diferentes socios comprometidos con la movilidad en la Formación Profesional, con el fin de mejorar la calidad de su oferta, disponer de herramientas que hagan más atractiva la experiencia de prácticas en el extranjero para los jóvenes, identificar empresas de acogida y concienciarlas sobre los beneficios de emplear a personas que han vivido esta experiencia. 

Unter dem Titel "Anerkennung und Anrechung non-formal und informell erworbener Kompetenzen. Empfehlungen zur Gestaltung von Anerkennungs- und Anrechnungsverfahren" beschreibt die Agentur für Qualitätssicherung und Akkreditierung Austria Rahmenbedingungen der Anerkennung in Österreich. Zudem gibt sie Empfehlungen zur Gestaltung von Anerkennungsverfahren, insbesondere für Hochschulen. Im Handbuch finden LeserInnen auch Beispiele von Anrechnungsverfahren in Form von Richtlinien, Leitfäden und Handreichungen von Hochschulen.

En términos generales, el blog “English@Edrissis” es un intento de integrar la lengua inglesa y las Tecnologías de la Información y la Comunicación utilizando la música como un mero pretexto.  Su finalidad, desde la creación de este blog de aula, ha sido mejorar los bajos niveles de motivación de los adultos en las clases de inglés.

UIL has played an important role in the international Recognition, Validation and Accreditation of Non-formal and Informal Learning (RVA) agenda since 2004, when UNESCO’s General Conference entrusted UIL with conducting and dissemi-nating research and practice on RVA, on an international scale.

The overall purpose of the UIL RVA programme is to promote a society offering lifelong learning for all by emphasising the importance of both formal and non-formal learning in achieving Education for All goals, and building bridges between formal, non-formal and informal learning.

 

The study looked primarily at job-related education and training, and at the dispositional, situational and institutional barriers that people experience. Dispositional factors and barriers are related to an adult’s self-confdence, for example due to earlier learning experiences, and their intrinsic motivation to engage in education or training.
 

The Non-Formal Learning Handbook for Volunteers and Volunteering Organisations is an outcome of the project Volunteers at the Interface between Formal and Non-Formal Education. The main aims of this Erasmus+ Key Action 2 project have been to create synergies between formal and non-formal education, promote the use of non-formal, participatory learning methods in formal educational settings and thereby address the learning needs of children and youth, in particular young people at risk.

Rapid and wide-ranging developments about science and technology fields generate the innovations and evolutions which has to be followed continuously and trigger new claims. To meet this new claims, one has to be innovative and easily access the foundations which he/she can learn these innovations [18]. Enhancement about media technology and exposition economy fields extensively influence both education and profession of visual communication design. Designer encounters new confrontations. Variety and complexity of the design arguments have increased [14].

Această carte examinează modul în care educatorii pot înțelege mai bine rolul educației ca bun public, conceput pentru a alimenta pacea, toleranța, traiul durabil și împlinirea umană.

Reunind perspective empirice și teoretice, acest text inteligent dezvoltă noi înțelegeri ale educației pentru dezvoltare durabilă și cetățenie globală (ESD / GC) și ilustrează modul în care acestea ar putea avea impact asupra cercetării, politicii și practicilor educaționale.

 

Abilitățile de gândire critică sunt necesare pentru ca studenții absolvenți ai muncii sociale să aibă o tranziție eficientă în practica profesională. Acest studiu de metode mixte a fost realizat pentru a studia metodele actuale de instruire și evaluare pentru dezvoltarea abilităților gândirii critice. 

Die Fachstelle Einwanderung führt Analysen und Fallstudien zu ausgewählten Themen der Arbeitsmarktintegration und aktuellen Entwicklungen im Bereich Neueinwanderung durch. In dieser Fallstudie wurde der Fokus auf die Zielgruppe der geflüchteten Frauen und deren Integration in den Arbeitsmarkt gelegt.

Majoritatea refugiaților trăiesc în țări în curs de dezvoltare ca azilanți, luptând să se răzbească în economii care nu reușesc să absoarbă și să utilizeze pe deplin potențialul lor pe piața forței de muncă. Ca rezultat, aptitudinile lor rămân adesea neutilizate și devin caduce în timp.

Cilvēktiesību gids ir tiešsaistē pieejama cilvēktiesību pašpalīdzības un izglītības platforma.

Cilvēktiesību gida uzdevums ir palīdzēt sabiedrības locekļiem izprast cilvēktiesības un rast risinājumu dažādās dzīves situācijās, kas saistītas ar cilvēktiesībām, palīdzēt profesionāliem lietotājiem, kuru darba pienākumi saistīti ar cilvēktiesību piemērošanu, kā arī kalpot par palīglīdzekli cilvēktiesību apguvē skolēniem, studentiem un cilvēktiesību skolotājiem. Gids kalpo arī kā platforma organizāciju un institūciju sadarbībai cilvēktiesību izglītībā.

Learning takes place during a person’s life—from ‘cradle to grave’, according to the OECD, as a holistic spectrum that spans formal, non-formal and informal categories—through various approaches, modes and exposures which can lead to additional skills, knowledge and other competencies. This type of learning (in the home, workplace, community center, etc.) is more important for those outside the formal system.

Critical thinking skills are requisite for graduate social work students to transition competently into professional practice. This mixed methods study was conducted to explore current instruction and evaluation methods for critical thinking skill development. The extent to which faculty perceived changes in student outcomes since the 2015 Educational Policy and Accreditation Standards change related to critical thinking skills, was also studied.

The European Union defines lifelong learning as all activities aimed at improving an individual’s knowledge, skills and competences individually, socially or vocationally throughout his/her life. In 2007, eight key competences necessary for lifelong learning were identified by the European Union Education and Culture Commission.

Pages

S'abonner à EPALE RSS