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Pjattaforma Elettronika għat-Tagħlim għall-Adulti fl-Ewropa


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Il-Ħadd 20 Settembru 2015 to It-Tnejn 21 Settembru 2015, United Kingdom

5th International Conference on Teaching, Education and Learning (ICTEL)

The main objective of ICTEL is to provide a platform for researchers, academicians as well as professionals all over the world to present their research results and developmental activities in teaching, education, and learning. This conference provides opportunities for the delegates to exchange new ideas and application experiences face to face, to establish research relations and to find global partners for future collaboration.

Within human capital literature, an important line of empirical research is concerned with estimating the returns to human capital investments; above all, the returns to education have received considerable attention lately. Typically, empirical work is focused on establishing relations between human capital indicators such as education and training, on the one hand, and outcomes as wages, employment opportunities or job quality on the other hand. The private rate of return to education is by far the most analysed of the returns.

Vsako leto EAEA (European Association for the education of adults) podeli Grundtvig nagrado (EAEA Grundwig Award) za uspešne projekte na področju izobraževanja odraslih. Letos so bili nagrajeni kar trije projekti, in sicer z mednarodno, evropsko in nacionalno nagrado. Tema je bila izobraževanje in zdravje odraslih.

Il-Ħamis 8 Ottubru 2015 to L-Erbgħa 25 novembru 2015, Austria

Vortragsreihe: Demokratisierungsprozesse und politische Bildung

Direkte Demokratie, BürgerInnenbeteiligung, Partizipation, Mitmach-Politik ... Seit einigen Jahren benutzen zunehmend viele Initiativen und Organisationen diese und ähnliche Kampfwörter, um die repräsentative Demokratie zu kritisieren, zu erweitern oder mitunter auch abzulehnen. Ob es sich dabei nun um Stuttgart 21, Occupy-Bewegungen, deliberative Community-Projekte oder um urbane "Do it yourself"-Konzepte handelt – sie alle wollen herkömmliche demokratische "Parteipolitik" verändern und ihr alternative Verfahren entgegensetzen.

Globalised and rapidly changing labour markets need a skilled and mobile workforce that can continuously develop their knowledge, skills and competences to thrive and prosper in this increasingly competitive landscape. Through the Copenhagen process on enhanced European cooperation in vocational education and training (VET) that was launched in 2002, the Commission has been working together with the Member States and the social partners to improve the performance, quality and attractiveness of VET.

Jörg Dinkelaker und Aiga von Hippel arbeiten in ihrem 2015 beim Kohlhammer Verlag erschienenen Sammelband den Stand des wissenschaftlichen Wissens über Erwachsenenlernen mittels 32 Begriffen auf. Sie haben ExpertInnen eingeladen, jeden dieser Begriffe in seiner historischen, theoretischen und empirischen Bedeutung vorzustellen und die aktuelle Diskussion dazu aufzuzeigen.

Handbuch, Einführung und Wörterbuch zugleich

Na Andragoškem centru Slovenije (ACS) so v okviru raziskave PIAAC (Programme for the International Assesment of Adult Competences) izdali slovenski prevod OECD-jevega priročnika Raziskava spretnosti odraslih: vodnik za bralca. S prevodom priročnika hočejo raziskovalcem, izobraževalcem in drugim strokovnjakom podrobneje predstaviti metodologijo, vzorčni načrt in možnosti primerjave s prejšnjimi raziskavami spretnosti odraslih in povezave z raziskavo PISA (Programme for International Student Assesment).

Instytut Edukacji Ustawicznej UNESCO (UNESCO Institute for Lifelong Learning – UIL) przedstawił wyniki swoich najnowszych badań w zakresie uczenia się przez całe życie.

"The Role of Higher Education in Promoting Lifelong Learning" (Rola szkolnictwa wyższego we wspieraniu uczenia się przez całe życie) jest trzecią z kolei publikacją w ramach serii wydawniczej UIL - Publication Series on Lifelong Learning Policies and Strategies.

At the second ‘green skills’ forum organised by Cedefop discussions were aimed at identifying obstacles and challenges lying ahead for the development of skills, education and training policies suitable to address the transition to greener and job-rich growth.

This report summarises these discussions and their conclusions.

On 20 July, Jacques Delors celebrated his 90th birthday. He is seen as an important progressive thinker and fighter for the unification of Europe. However, to educational policy-makers, practitioners and educational researchers he is also known as the director of the UNESCO Commission, who developed a vision for learning and education in the 21st century, entitled “Learning - the treasure within”.

A Iniciativa Novas Oportunidades é um programa educativo que procura qualificar mais e melhor tanto os adultos como os jovens do nosso País. A sua natureza política e as mudanças conceptuais que esta representa tornam tão rica quanto complexa a sua implementação. Como tal, este projecto pretende avaliara a implementação da Iniciativa Novas Oportunidades numa determinada escola, optando, para tal, pela metodologia do estudo de caso. Os resultados demonstram que a Iniciativa Novas Oportunidades não é ainda plenamente entendida nem valorizada no sector educativo. A sua aceitação e assimilação pelos diferentes actores educativos são, em muito, condicionadas pela sua natureza política e pelos objectivos quantificados que lhe estão associados. Neste caso, a integração da Iniciativa Novas Oportunidades, nomeadamente do Centro Novas Oportunidades, continua a ser um processo moroso e difícil. Os cursos profissionais, por sua vez, não constituem propriamente uma escolha da escola, mas sim uma imposição da tutela. Todavia, os diferentes actores educativos parecem aceitar melhor estas formações na escola. De uma forma global, é, no entanto, visível alguma dificuldade da escola em questionar a sua tradição e a sua natureza vocacionada para um determinado público, neste caso, os jovens que querem prosseguir estudos para o ensino superior. Relativamente ao Sistema de RVCC e a todo o trabalho efectuado no CNO com os adultos, muitas são as dúvidas que ainda se colocam. Embora todos reconheçam os benefícios pessoais que os adultos retiram de um Processo de RVCC, estamos longe ainda de alcançar os resultados desejados tanto em termos profissionais como em termos de aprendizagem ao longo da vida. Em suma, é essencial fomentar um conhecimento mais profundo da Iniciativa Novas Oportunidades e consciencializar os diferentes actores educativos das inovações e transformações que esta traz para o próprio conceito de escola e de educação.
It-Tnejn 9 novembru 2015 to L-Erbgħa 11 novembru 2015, United Kingdom

London International Conference on Education

The London International Conference on Education (LICE-2015) is an international refereed conference dedicated to the advancement of the theory and practices in education. The LICE promotes collaborative excellence between academicians and professionals from Education.

It-Tnejn 28 Settembru 2015 to It-Tlieta 29 Settembru 2015, Germany

Cultures of programme planning in adult education: policies, autonomy, and innovation

The Conference is organized by the Leibniz University Hannover (Prof. Steffi Robak), the German Institute for Adult Education in Bonn (Dr. Marion Fleige, Dr. Klaus Heuer) and the Humboldt University, Berlin (Prof. Aiga von Hippel, Prof. Bernd Käpplinger, Prof. Wiltrud Gieseke). It is a joint activity by the expert group on programme planning.

Main objectives:

Enrolment rates are expressed as net enrolment rates, which are calculated by dividing the number of students of a particular age group enrolled in all levels of education by the size of the population of that age group. Generally, figures are based on head counts; that is, they do not distinguish between full-time and part-time study because the concept of part-time study is not recognised by some countries. In some OECD countries, part-time education is only partially covered in the reported data.

The VoorleesExpress stimulates language and pre-literacy skills development and the joy in reading of children from families with low literacy by reading books to them. The programme enhances children’s language development at an early age and encourages parents to have an active role in their children’s early development. This way both adults ánd children are reached.

Also available in French.

Welche digitalen Lernformen werden in den kommenden Jahren die Weiterbildung bestimmen? Und für welche Zielgruppen eignen sich diese Lernformen besonders? Diese Expertise stützt sich auf Studien zum E-Learning, die das MMB-Institut für Medien- und Kompetenzforschung in den letzten Jahren durchgeführt hat. Hierfür stellt der Beitrag eine „Lernertypologie“ vor, die hilft, einzelnen Zielgruppen die passenden Lernformen anzubieten. Auf Basis der Studie „MMB Learning Delphi 2013“ werden anschließend Trends aufgezeigt, die das digitale Lernen in den kommenden Jahren bestimmen werden.

Anlässlich seines 40. Geburtstags hat das Europäische Zentrum für die Förderung der Berufsbildung (Cedefop) eine Sonderausgabe seiner Publikationsreihe "Spotlight on VET" herausgegeben. Die Festschrift stellt die Berufsbildungssysteme der europäischen Staaten übersichtlich dar. Sie kann kostenlos in englischer Sprache auf der Website des Cedefop heruntergeladen werden.

Quelle: NA beim BIBB

Financé par le programme d'apprentissage tout au long de la vie, le LLL Hub est un projet allant de 2013 à 2016 qui comprend 10 partenaires provenant de 8 pays européens. Son but est d'améliorer les coopérations cross-sectorielles et le dialogue supranational autour de l'apprentissage tout au long de la vie dans le but de lui donner une définition européenne pour pouvoir ensuite la défendre de manière conséquente sur l'agenda européen. Le LLL Hub comprend trois sous-ensembles: le LLL-Labs*, le LLL-Forums**, et le LLL-agora***.

13 Lulju 2015
minn Marc de Carrière

A survey of almost 1,200 academics was recently carried out in Ireland which found that they feel more time is being spent on basic skills work due to the increasing number of students entering third-level with language difficulties and a lack of basic writing skills. The finding of the survey are detailed in the report “Creating a Supportive Working Environment for Academics in Higher Education".

One of the EU education and training benchmarks aims for 15% of 25-64 year-olds to participate in lifelong learning by 2020. This paper is the first in a series which aims to monitor Ireland’s progress towards this target by examining the number and share of persons aged 25-64 years who had engaged in lifelong learning activities. 

The work of the Expert Group on Future Skills Needs identifies the skills required by enterprise over occupations and sectors, and provides coherent information to education and training providers on alignment of programmes with employers’ needs, to underpin labour market activation programmes, and to assist individuals to make an informed decision around employment opportunities and career choice.


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