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


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.

To thrive in a fast-changing world, everyone needs a wide range of knowledge and skills – and to keep developing them throughout
life. This is a key message of the New Skills Agenda for Europe [see box]. Without the right skills, many find themselves working
in poor quality jobs, unemployed or under-qualified for a new generation of employment opportunities. Without basic literacy,
numeracy and digital skills, everyday life can be a challenge.

In response to an insufficiently skilled labor force, Arab countries are looking to Western adult learning perspectives. However, Western practices cannot be implemented without consideration of regional culture. This large-scale study aims to identify best leadership development practices for Arab adult learners and examines how these practices might best fit with local cultural contexts. To determine the effective practices for Arab leaders, the Delphi process was utilized to survey 24 experts in the field of executive education.

The paper presents and examines employee assistance programmes (EAP) as a means of strategic intervention and supportive mechanism which provides assistance to individuals and organisations through various types of informative, advisory, educational and evaluation services and interventions, for the purposes of resolving issues that influence productivity, e.g. issues having to do with health, family, finances, emotional life, as well as issues related to requests, relations and equity at the work place, harassment, abuse, stress, etc.

Work-based learning (WBL) is increasingly recognised by Member States around the world as an effective strategy to promote quality and relevance of education and training. With the involvement of UNEVOC Centres from around the world, this book contributes to the analysis of different dimensions and characteristics of WBL in different contexts and gives a global perspective on WBL as a pathway to delivering competency-based education.

Uczenie osób dojrzałych wiekiem jest nadal mało zbadanym obszarem w edukacji, gdzie brakuje praktycznych podręczników, szczególnie w języku polskim, opisujących temat i proponujących praktyczne rozwiązania. Przykładem takiego rozwiązania  są rezultaty projektu   TAO - Training Adults Online, który dedykowany jest edukatorom osób starszych.

Projekt TAO stworzył kilka narzędzi, które mogą z powodzeniem służyć wszystkim edukatorom osób starszych bez względu na temat zajęć. Są to: obszerny Poradnik dla EdukatorówAplikacja  mobilna oraz ramowy Program Szkolenia edukatorów.

In der aktuellen Ausgabe des Magazin widmen sich AutorInnen aus verschiedenen Bereichen den Konzepten, Erfahrungen und Herausforderungen in der Validierung und Anerkennung von Kompetenzen. Die Magazin Ausgabe ist online kostenlos downloadbar.  

V roku 2018 sa slovenský tím odborníkov zameraný na podporu vzdelávania nízko kvalifikovaných osôb zúčastnil workshopov vzájomného učenia sa, ktoré organizovala Európska komisia. 

Na workshopoch sa zúčastňovali odborníci z ďalších šiestich krajín, ktorí diskutovali o národných prístupoch, stratégiach a dobrej praxi v tejto oblasti. Výsledkom projektu je správa sumarizujúca prediskutované témy. Správa je tiež cenným zdrojom o iniciatívach a opatreniach v zapojených štátoch - Belgicku, Českej republike, Fínsku, Holandsku, Portugalsku a na Slovensku.

Learning begins very early in life. Each parent “teaches” their offspring as they know best – some let them roam free and explore, some buy very expensive toys and read specialized literature while others choose to employ the help of professionals very early on. There even are trainers who promise they will teach a baby to swim since he is four months old. And then the ‘compulsory’ cycle begins: kindergarten, preschool, elementary, high school, college, Master’s degree… It can actually go on practically forever.


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