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EPALE - ríomhArdán d’Fhoghlaim Aosach san Eoraip

Cuimsiú sóisialta

Acmhainní

| 8 Bealtaine 2020
| ag NSS UK

Little is known about the experiences of estranged students either in the UK or internationally: based on interviews, this study represents the first of its kind in Scotland, exploring how estranged students navigate Education structures and the institutional and interpersonal resources available. This report includes findings from the SRHE and Carnegie funded research on 'estranged students' and is illustrated by Samia Singh.

EPALE interview Ildiko

Blag

| 7 Bealtaine 2020
| ag EPALE Moderator

Ildiko Simon hat ihr persönliches Trainingskonzept aus einer Kombination aus Psychologie und praktischen Ansätzen entwickelt, die auf Erfahrungen und dem Einsatz von Technologie basieren. Was zeichnet ihre Tätigkeit aus? Sie würde sagen, dass ihr Training von östlichen, westlichen und südlichen Einflüssen geprägt wird.

Blag

| 7 Bealtaine 2020
| ag Redaktion Deuts...

Evropski projekt COOCOU, ki poteka pod okriljem Erasmus+, se osredotoča na priznavanje spretnosti, usposobljenosti in vrednotenje kompetenc oseb z omejenimi kognitivnimi sposobnostmi. V okviru projekta se bo razvil nabor orodij, ki bodo služila kot pripomočki za vrednotenje in priznavanje teh kompetenc.

Blag

| 6 Bealtaine 2020
| ag David LOPEZ
Während der Ausgangsbeschränkungen hört die Gewalt gegen Frauen nicht auf. David LOPEZ, thematischer Koordinator der EPALE, sprach mit Françoise GROLIER, verantwortlich für die Ausbildung im Zentrum Hubertine Auclert, einem Pariser Ressourcenzentrum für Geschlechtergleichstellung.

Blag

| 6 Bealtaine 2020
| ag Goran Jordanoski

Τα άτομα με γνωστικές δυσχέρειες (π.χ μαθησιακές δυσκολίες) εξακολουθούν να αντιμετωπίζουν εμπόδια   στη συμμετοχή τους  σε εκπαιδευτικά προγράμματα και στην αγορά εργασίας. Το έργο  COOCOU παρέχει  εργαλεία Συμβουλευτικής στοχεύοντας ειδικά στις ανάγκες των ατόμων με γνωστικές δυσχέρειες.

Blag

| 6 Bealtaine 2020
| ag Goran Jordanoski

Personer med kognitiva funktionsnedsättningar (t.ex. inlärningssvårigheter) möter fortfarande hinder som deltar i utbildningsprogram och arbetsmarknaden. Projektet COOCOU tillhandahåller olika hjälpmedel för rådgivningsprocessen specifikt inriktad på behoven hos personer med kognitiva funktionsnedsättningar.

Dé Luain 19 Iúil 2021 to Dé hAoine 23 Iúil 2021, Italy

Integrating minority, migrant & refugee children at European schools & society

According to the United Nations High Commissioner on Refugees (UNHCR), over 1 million asylum-seekers and migrants reached the European Union via the Mediterranean in 2015 alone; that is, nearly five times as many as in 2014. The UN’s refugee agency estimates that 84 percent are from countries that, because of war or other circumstances, qualify them as refugees. This overwhelming refugee crisis poses many immediate challenges that should be addressed at different levels within the European Union. And clearly one of the biggest challenges in the years to come is how the EU will manage to integrate the men, women and children who remain in Europe after the crises subside; this will be the real long-term test for EU policy makers and EU communities, in general. The integration of refugees and immigrants in Europe has seen a plethora of academic and policy prescriptions; this fact itself shows that there are few absolute answers to this challenge that EU will face in the years to come. It is worth noticing that international human rights law does not address explicitly the ‘integration’ issue and the rights to non-discrimination and equality appear to be the cornerstones for a successful integration policy. A recent study has concluded that ambitious integration policies do work, and those countries who embrace ‘inclusive integration policies’ tend to provide the best conditions for social cohesion, to the advantage of refugees and immigrants and the societies that host them. ‘Integrating minority, migrant & refugee children at European schools & society’ is a course that offers the participants the opportunity to involve in discussions on the role of education in the overall effort to integrate refugees & immigrants in European societies. This is an essential course for all those involved in education, such as school principals/directors, teachers of formal and informal education, trainers, public employees responsible for educational policies, community leaders, social workers, NGO and civil organisation staff.
Dé Luain 1 Samhain 2021 to Dé hAoine 5 Samhain 2021, Spain

Integrating minority, migrant & refugee children at European schools & society

According to the United Nations High Commissioner on Refugees (UNHCR), over 1 million asylum-seekers and migrants reached the European Union via the Mediterranean in 2015 alone; that is, nearly five times as many as in 2014. The UN’s refugee agency estimates that 84 percent are from countries that, because of war or other circumstances, qualify them as refugees. This overwhelming refugee crisis poses many immediate challenges that should be addressed at different levels within the European Union. And clearly one of the biggest challenges in the years to come is how the EU will manage to integrate the men, women and children who remain in Europe after the crises subside; this will be the real long-term test for EU policy makers and EU communities, in general. The integration of refugees and immigrants in Europe has seen a plethora of academic and policy prescriptions; this fact itself shows that there are few absolute answers to this challenge that EU will face in the years to come. It is worth noticing that international human rights law does not address explicitly the ‘integration’ issue and the rights to non-discrimination and equality appear to be the cornerstones for a successful integration policy. A recent study has concluded that ambitious integration policies do work, and those countries who embrace ‘inclusive integration policies’ tend to provide the best conditions for social cohesion, to the advantage of refugees and immigrants and the societies that host them. ‘Integrating minority, migrant & refugee children at European schools & society’ is a course that offers the participants the opportunity to involve in discussions on the role of education in the overall effort to integrate refugees & immigrants in European societies. This is an essential course for all those involved in education, such as school principals/directors, teachers of formal and informal education, trainers, public employees responsible for educational policies, community leaders, social workers, NGO and civil organisation staff.
Dé Luain 2 Lúnasa 2021 to Dé hAoine 6 Lúnasa 2021, Italy

Identifying Barriers to Learning – A Special Educational Needs Masterclass

Statistics in Europe suggest that at least 15.4% of the school population have a special educational need which is defined thus ‘A child or young person has Special Educational Needs (SEN) if he or she has learning difficulties or disabilities that make it harder for him or her to learn than most other children and young people of about the same age’. Barriers to learning range from Severe and Complex learning difficulties at the low end of the spectrum to Giftedness at the high end of the spectrum. Between these two extremes will be a range of more specific learning difficulties which include Dyslexia, Dyspraxia (DCD), Dyscalculia, ADD and ADHD; conditions nowadays common in our homes and classrooms. Many children and young people will have special educational needs of some kind during their education. Early years settings, schools, colleges and other organisations, as well as parents, can help most children and young people overcome their difficulties by increasing their awareness and understanding of the most common difficulties encountered and learning how to identify and support the remediation of these difficulties as early as possible. This course is aimed at all those professionals and paraprofessionals who wish to gain a greater understanding of the most common specific learning difficulties, how these can be identified, formally diagnosed and ultimately supported in a positive and effective way for all.

Blag

| 4 Bealtaine 2020
| ag Teresa Dello Monaco

The EU Erasmus+ project ‘Innovative Language Learning within the framework of practices for socio-cultural inclusion and empathy enhancement in adult education- Lingua+’ led by the ASTOFAN, Iceland, is about to come to end. This blog lists its end products and tips for language teacher/trainers, adult educators, social workers and volunteers in the area of integration.

Blag

| 3 Bealtaine 2020
| ag Evelyn Grünberg
Evelyn Grünberg kajastab oma blogipostituses reaalaja rollimängu võimalusi täiskasvanuõppes Lea Pulleritsi kaitstud magistritöö põhjal. Uurimuse tulemusel selgus, et larbi kaudu on võimalik täiskasvanute õpetajatel teada saada, kuidas kujundada turvalisi mitteformaalseid õppekeskkondi, kus saab õppida läbi oma keha, varasemate kogemuste ja lugude kaudu.

Blag

| 3 Bealtaine 2020
| ag Teresa Miłoszewska

Art therapy is a form of psychotherapeutic and developmental support based on creative activities. Through the means of art, i.e. painting, dancing and movement, experiencing sounds and music - one works on the current and important issues for the workshop's participants. It develops personality and deepens self-awareness.

Nuacht

| 1 Bealtaine 2020
| ag Yeliz Nur Akarcay

The Adult Self-Learning: Supporting Learning Autonomy in a Technology-Mediated Environment (abbreviated: ASL (Ref. No. 2019-1-TR01-KA204-076875) is a two year project (2019-2021) co-funded by the Erasmus+ Programme of the European Union, Key Action 2: Cooperation for innovation and the exchange of good practices – Strategic Partnerships for Adult Education. 

Blag

| 30 Aibreán 2020
| ag Monika Hausman-...

Wydawałoby się prawie niemożliwym animować mieszkańców i mobilizować ich do działania, siedząc przed ekranem komputera. Ostatnie miesiące pokazały, że animacja społeczna może mieć także swoje internetowe oblicze. I choć dobre relacje, na których opierają swoją pracę animatorzy, najlepiej buduje się w osobistym kontakcie, to w sytuacji, gdy ten kontakt jest uniemożliwiony warto poszukać innych sposobów. Czasem trafia się do zupełnie nowej grupy odbiorców.

Blag

| 30 Aibreán 2020
| ag Sylvia de Groot...

Meer dan 600.000 nieuwkomers hebben behoefte aan taalondersteuning, zodat zij sneller mee kunnen doen in de samenleving. Naar verwachting neemt dit aantal de komende tijd toe. Dit wordt veroorzaakt door het groeiend aantal migranten dat naar Nederland komt. Daarnaast spelen de verhoging van de taaleis naar B1 in de nieuwe wet inburgering en de aandacht voor laaggeletterdheid vanuit de overheid een belangrijke rol. Deze conclusies trekt het ECBO dat in opdracht van de stichting Het Begint met Taal een notitie schreef over het aantal anderstaligen met een behoefte aan taalondersteuning.

Blag

| 30 Aibreán 2020
| ag Mojca Špacapan

Ljudska univerza Nova Gorica je jeseni 2018 postala ena izmed partnerjev v Erasmus+ projektu Recraft. Glavni cilj projekta je izboljšati ozaveščenost o pomenu ohranjanja kulturne dediščine ter s tem zvečati pomen tradicije lokalnega obrtništva.

Acmhainní

| 29 Aibreán 2020
| ag Monika Hausman-...

Wideo rozmowa o animacji społecznej z praktykami Kamilą Guzewicz i Karolem Paszkowskim ze Stwoarzyszenia Adelfi w Ełku.
Animacja społeczna odmieniana przez wszystkie przypadki na dobre zagościła w kanonie metod pracy ze społecznościami. O tym jak wygląda w teorii i praktyce, o tym czym jest animacja, a czym animacja społeczna z pewnością nie jest, o tym jakie niesie efekty dyskutują osoby- animatorzy o dwóch podejściach, dwóch temperamentach, dwóch różnych mocach.

Looking to be a partner in your KA205

Looking to join your KA204/KA205 projects. topcoach is an adult and youth educational company, based in Bratislava (Slovakia).
We can build a new training program related to soft-skills, self-development and leadership topics, according to the needs of your project. We are also able to create a toolkit, curriculums and share best practices in the field of adult, youth and vocational education.

EPALE interview Ildiko

Blag

| 29 Aibreán 2020
| ag Geormary Fragko...

Η Ildiko Simon έχει εκπαιδευτεί ως κοινωνική λειτουργός και ψυχολόγος - δραματοθεραπεύτρια. Αυτό της επέτρεψε να αναπτύξει την προσωπική της μέθοδο εκπαίδευσης, συνδυάζοντας την ψυχολογία και πρακτικές προσεγγίσεις που βασίζονται στην εμπειρία και τη χρήση της τεχνολογίας. Τι χαρακτηρίζει τη δουλειά της; Θα λέγαμε ότι εργάζεται για να ενσωματώσει τις ανατολικές, δυτικές και νότιες επιρροές στις εκπαιδεύσεις τις.

art of inclusion

Blag

| 29 Aibreán 2020
| ag Tino BOUBARIS

In der Arbeit mit Geflüchteten und Migrant*innen stoßen professionelle und freiwillige Helfer häufig auf Barrieren im Hinblick auf verbalen Austausch und Sprache und müssen Wege des Austauschs sowie gemeinsame Projekte und Begegnungen so gestalten, dass partizipatives Handeln aller Beteiligten ermöglicht wird. Kommunikation und Sprache spielen dabei eine zentrale Rolle. Im Rahmen des Erasmus+ Projektes „art of inclusion“ setzten sich drei Studierende eines Masterstudiengangs zur Sozialen Arbeit der Brandenburgischen Technischen Universität Cottbus-Senftenberg (btu) mit genau diesen Fragen auseinander, dokumentierten und evaluierten die jeweiligen Prozesse und traten mit allen Beteiligten in einen Austausch, um konkrete Antworten und Vorschläge resultierend aus den gesammelten Erfahrungen zu erhalten.

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