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EPALE - Pjattaforma Elettronika għat-Tagħlim għall-Adulti fl-Ewropa

L-aqwa prassi tar-riċerka u l-evalwazzjoni

Il-Ħamis 18 Frar 2016 to Il-Ġimgħa 19 Frar 2016, Finland

Aikuiskasvatuksen tutkijatapaaminen 2016

Aikuiskasvatuksen tutkijatapaaminen pidetään Jyväskylässä 18.–19.2.2016 teemalla Oppiminen, luovuus ja tunteet aikuisuuden elämänkentillä. Tutkijatapaamisen teema koskettaa monipuolisesti ja monitieteisesti aikuiskasvatuksen kentän tutkijoita ja toimijoita pitäen sisällään

Riżorsi

| 7 Awwissu 2015

This report looks at six very different groups undertaking literacy work with adults. The work of the groups and their facilitators ranges from those using a cultural event to advance literacy learning and those looking closer at learning to learn as part of literacy. The six case studies presented in this report highlight literacy and numeracy practice as it happens on the ground. Each case study illustrates how the individual programmes are providing a range of courses to meet the varying and specific needs of the students attending.

Riżorsi

| 7 Awwissu 2015

EEPO’s Review on Upskilling Unemployed Adults: The Organisation, Profiling and Targeting of Training Provision was published in June 2015.
The publication was accompanied with 33 individual country articles (EU-28 plus Iceland, Norway, former Yugoslav Republic of Macedonia, Serbia, and Turkey).

Riżorsi

| 7 Awwissu 2015

Despite improvements, adult learning still needs to become more attractive, inclusive, accessible and flexible. The Bruges communiqué, part of the framework for the European Union’s (EU’s) policy on vocational education and training (VET), set out a vision to make continuing VET (a key part of adult learning) more attractive, inclusive, accessible, and flexible. Agreed in December 2010, the European Commission, Member States and social partners endorsed the communiqué vision in June 2015 in the Riga conclusions.

Riżorsi

| 6 Awwissu 2015

Trotz einiger Verbesserungen muss die Erwachsenenbildung noch attraktiver, leichter zugänglich und flexibler werden und allen Bürgerinnen und Bürgern offenstehen.

CEDEFOP, das europäische Zentrum für die Förderung der Berufsbildung, hat im Juli 2015 einen Kurzbericht veröffentlich, in dem analyisiert wird,  wie sich die die Erwachsenenbildung seit der Verabschiedung der Brügge-Kommuniqué im Dezmeber 2010  entwickelt hat und was wir tun können, damit die Brügge-Vision Wirklichkeit wird?

Aħbarijiet

| 6 Awwissu 2015

Trotz einiger Verbesserungen muss die Erwachsenenbildung noch attraktiver, leichter zugänglich und flexibler werden und allen Bürgerinnen und Bürgern offenstehen.

CEDEFOP, das europäische Zentrum für die Förderung der Berufsbildung, hat im Juli 2015 einen Kurzbericht veröffentlich, in dem analyisiert wird,  wie sich die die Erwachsenenbildung seit der Verabschiedung der Brügge-Kommuniqué im Dezmeber 2010  entwickelt hat und was wir tun können, damit die Brügge-Vision Wirklichkeit wird?

It-Tnejn 7 Settembru 2015 to It-Tlieta 8 Settembru 2015, Germany

Sommeruniversität "Antisemitismus und Erinnerungskulturen"

Im Fokus dieser zweitägigen Sommeruniversität steht das Spannungsfeld von Erinnerungsdiskursen und antisemitischen Äußerungen. Vor dem Hintergrund einer Häufung von Gedenkveranstaltungen im Rahmen des 70. Jahrestages des Kriegsendes bzw. des 50. Jahrestages der Aufnahme deutsch-israelischer Beziehungen soll nach dem Verhältnis von unterschiedlichen Erinnerungskulturen und antisemitischen Stereotypisierungs- und Diskriminierungsprozessen in Deutschland und darüber hinaus gefragt werden.

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.

Riżorsi

| 4 Awwissu 2015

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.

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.

Riżorsi

| 30 Lulju 2015

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.

Aħbarijiet

| 29 Lulju 2015

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

Riżorsi

| 29 Lulju 2015

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).

Aħbarijiet

| 27 Lulju 2015

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.

Riżorsi

| 24 Lulju 2015

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.

Aħbarijiet

| 23 Lulju 2015

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”.

Riżorsi

| 22 Lulju 2015
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:

Riżorsi

| 21 Lulju 2015

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.

Riżorsi

| 20 Lulju 2015

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.

Riżorsi

| 16 Lulju 2015

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.

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