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Neformālā un ikdienas mācīšanās

No final de 2015, a Associação Europeia para a Educação de Adultos - AEEA (uma organização não governamental, que reúne 123 entidades de 42 países europeus) lançou o Manifesto para a Aprendizagem de Adultos no século XXI.

Este manifesto procura demonstrar como a educação de adultos pode contribuir para mudar a vida das pessoas e transformar as sociedades. Neste Manifesto a educação de adultos é apresentada como um bem comum e também como um direito humano, ao qual não tem sido dada a atenção merecida.

Ende 2016 eröffnet ein neues Museum in Brüssel, Belgien. Es ist in vielerlei Hinsicht kein Museum wie jedes andere. Über sechs Stockwerke hinweg erzählt es eine vielschichtige Geschichte und gibt den Besucherinnen und Besuchern die Möglichkeit, die wichtigsten historischen Ereignisse zu erforschen, die in den letzten Jahrhunderten die Geschichte des europäischen Kontinents geprägt haben – und dies bis heute tun.
19 Februāris 2016
Alan Kirwan
(en)
Martin Luther King je v svet segregacije priklical neodtujljivo resnico o njegovi povezanosti. Gibanje za državljanske pravice, ki ga je vodil, je tlakovalo alternativno pot za svet, ki temelji na idealih enakosti, nenasilja in socialne pravičnosti, za svet, v katerem svoboda, dostojanstvo in človekove pravice niso v domeni zgolj ene skupine ljudi, ampak vseh.
Piektdiena 22 Aprīlis 2016 līdz Sestdiena 23 Aprīlis 2016, Romania

Conferința Internațională “Masă critică pentru o educație de calitate. Advocacy prin rețele educaționale”

Asociaţia Learn&Vision vă invită să participaţi la lucrările conferinţei “Masă critică pentru o educație de calitate. Advocacy prin rețele educaționale” (ediția a IV-a, Cluj-Napoca, 22-23 aprilie 2016) pentru a explora împreună căile de continuare a procesului de promovare a unei educaţii de calitate în România prin democrație participativă și advocacy prin rețele educaționale.

Dans le cadre de son schéma d’orientation 2010-2013, Arts vivants en Ille-et-Vilaine inscrit une mission transversale " publics éloignés-populations défavorisées ". Celle-ci vise à renforcer l’action de l’association en direction de personnes ayant un accès plus difficile à l’art et la culture pour des raisons sociales, personnelles, ou de mobilité.

As part of the project “Multaqa: Museum as Meeting Point – Refugees as Guides in Berlin Museums”, Syrian and Iraqi refugees are being trained as museum guides so that they can then provide guided museum tours for Syrian and Iraqi refugees in their native language. Multaqa (Arabic for “meeting point”) also aims to facilitate the interchange of diverse cultural and historical experiences.
In late 2016 a new museum will open in Brussels, Belgium. It is a museum like no other on many fronts. In a multi-layered narrative over six floors it will allow visitors to explore some of the major historical events that have affected and shaped the continent of Europe over past centuries and continue to do so today via their legacies.
17 Februāris 2016
Alan Kirwan
(en)
We acquire and deliver knowledge in different manners. It is not necessary that we acquire our knowledge only from professional teachers, professors or instructors and it is not necessary that we fall within any of the three listed categories, if we want to share our knowledge with others. We hereby present a few examples* of innovative approaches to adult learning, which link the seekers and providers of knowledge.
17 Februāris 2016
Ajda Turk
(en)

Gramotnosť pre všetkých – Európska sieť knižníc je sieť pre tých, ktorí pracujú v knižniciach v oblasti gramotnosti dospelých. Táto sieť bola vytvorená v roku 2014 a má 20 členov z celej Európy. Jej účelom je diskutovať a zdieľať nápady týkajúce sa funkčnej gramotnosti a úloh, ktoré môžu knižnice plniť pri zvyšovaní gramotnosti európskeho obyvateľstva.

Is museum education educational entertainment like edutainment (education + entertainment) in English or rather a learning experience in the museum environment (Visnapuu 2009: 3, 49)? Is museum education informal (learning in any vital and natural situation) or rather non-formal (targeted and partially structured and directed) learning? Several acknowledged museum specialists (Hooper-Greenhill 1996: 229; Hein 2002: 3; Kelly 2007: 2) have remarked that although museums’ prioritised development directions have varied throughout the time, it is the educational activity which has to be the most important today and justify its existence altogether.
16 Februāris 2016
Kaja Visnapuu
(et)
Kas muuseumiharidus on hariv meelelahutus, inglise keeles edutainment (education + entertainment), või pigem elamuslik õppimine muuseumikeskkonnas (Visnapuu 2009: 3, 49)? Kas muuseumiharidus on informaalne (juhuslik õppimine igast elulisest ja loomulikust olukorrast) või pigem mitteformaalne (eesmärgistatud, osaliselt struktureeritud ja suunatud) õppimine? Mitmed tunnustatud muuseumispetsialistid (Hooper-Greenhill 1996: 229; Hein 2002: 3; Kelly 2007: 2) on märkinud, et kuigi muuseumide prioriteetsed tegevussuunad on läbi aegade varieerunud, peaks just hariduslik tegevus olema tänapäeva muuseumi üks tähtsamaid ülesandeid ja põhjendus muuseumi olemasolule üldse.
16 Februāris 2016
Georgi SKOROBOGATOV
(et)
The first glossary of museum education “Meaning Maker” is the first attempt to establish, harmonise and regulate the vocabulary of museum pedagogy used in the museum domain of Estonia. Like the entire museum domain in Estonia, museum education has developed rapidly and extensively within the last two decades. Various new terms have been created due to the integration of culture and education. The situation is characterised by a variety of interpretations and the ambiguity of vocabulary.
Ceturdiena 25 Februāris 2016, Malta

Of MOOCs, ARGs, and other acronyms....how can we engage citizens effectively?

Engaging citizens in activities that improve their quality of life and that of others in the community is one of the key strategies driving lifelong learning policies in a number of countries.

Vsak dan imamo nove možnosti za učenje in pridobivanje novih znanj. Najdragocenejših znanj, spretnosti in sposobnosti pa ne pridobivamo le znotraj učilnic, pač pa v vsakdanjem življenju, doma, na delovnem mestu in v prostem času. Vseživljenjsko učenje je ključ za posameznikov osebni razvoj, priznavanje takšnega učenja pa lahko dajo večjo vrednost tudi državljanovim dosežkom in njegovemu morebitnemu prispevku družbi. Ker pa je vpliv (formalnih) tradicionalnih oblik izobraževanja zelo močan, sta neformalno in priložnostno učenje večkrat spregledana in necenjena.

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