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e-Platforma za obrazovanje odraslih u Europi


Poduzetništvo i zapošljavanje

At EU level, targets and priorities for work-based learning (WBL) are confirmed (directly and indirectly) within a number of core strategies and initiatives. However, at national level, it is hardly surprising that WBL policies are highly diverse and encompass a broad variety of work-based learning practices, across different European countries and diverse work and learning environments.
This competence map serves as a tool for identifying and developing workplace instructors’ competences. Key competence areas and objectives required in the work of a workplace instructor are described in the map. Workplace instructors can use the map to assess their competences in various situations.
Lifelong learning has never been an integral part of Dutch educational culture. Nevertheless, after finishing their initial education, almost one-fifth of adults nowadays participate in a (continuing) second, third or even fourth learning path during their lives. As we know, these individual paths can only be successful when they are triggered by the self-motivation of individuals in their particular life situations. In this policy brief, a case is made for initiatives, policy and action that bridge the separate worlds, and consequently purposes, of policy makers, researchers, professionals and, last but not least, the learning adults themselves. This case is necessary because, for almost two decades, the Dutch lifelong learning scene has suffered from continuing unresolved issues. A Dutch (lifelong) learning climate, unlike the existing educational climate, is necessary to overcome these issues.
18 Srpanj 2016
po T. (Theo) van Dellen
The European Trade Union Confederation has called for a broader range of quality criteria for apprenticeships in a new report. However, the ‘golden age’ of interest in apprenticeships must change to a ‘golden age’ of implementation, writes Jeff Bridgford of Kings College London.
18 Srpanj 2016
po Andrew McCoshan
2 Komentari

In opdracht van het Expertisecentrum Beroepsonderwijs (ecbo) verscheen de publicatie ‘Stimuleren van leven lang leren; Een internationaal verkennende analyse’. Er wordt ingezoomd op ontwikkelingen die zich elders in Europa voltrekken op dit terrein van wat onder één noemer wordt genoemd ‘een leven lang leren’. Daarbij wordt de stand van zaken besproken in vier landen met een relatief hoge deelname in postinitiële scholing en met tegelijkertijd een uiteenlopende traditie op dit terrein: Denemarken, Duitsland, Frankrijk en het Verenigd Koninkrijk.


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