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EPALE - Elektronická platforma vzdelávania dospelých v Európe

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Základné zručnosti v rámci Paktu pre zručnosti

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Peter Maľa

Preskúmajte začlenenie základných zručností do iniciatívy Pakt pre zručnosti!

V stredu 13. decembra 2023 od 10.00 do 15.00 hod. stredoeurópskeho času bude EPALE organizovať online diskusiu o základných zručnostiach v rámci Paktu pre zručnosti.

Začíname o 10.00 hod. stredoeurópskeho času živým vysielaním výmeny názorov medzi odborníkmi a do 15.00 hod. stredoeurópskeho času budeme pokračovať v písomnej diskusii s používateľmi EPALE v sekcii komentárov.

Diskusia sa začne o 10.00 hod. SEČ 40-minútovým živým prenosom, ktorý bude moderovať Daiana Huber, operačná riaditeľka CPIP, Centra pre podporu celoživotného vzdelávania v Temešvári. V rámci priameho prenosu sa uskutoční zaujímavý rozhovor s Miguelom Fernandezom Diezom, pracovníkom pre politiku Pact for Skills v Európskej komisii, spolu s kľúčovými zástupcami významných paktov, ktoré sa tiež zameriavajú na základné zručnosti.

Sledujte si priamy prenos tu!

Po skončení živého vysielania sa diskusia uskutoční v písomnej forme, čo umožní členom komunity EPALE aktívne sa zapojiť a diskutovať. Účastníci môžu očakávať, že sa budú môcť zapojiť do rozsiahlej diskusie, premýšľať o príspevkoch, komentovať a klásť nové otázky na spoločné skúmanie potenciálu paktov na riešenie výziev v oblasti základných zručností a možností zapojenia sa do iniciatívy. Diskusia bude moderovaná do 15.00 hod. SEČ, čím sa zabezpečí dynamické a inkluzívne prostredie pre všetkých účastníkov.

Vstúpte na cestu za poznaním

Toto podujatie je jedinečnou príležitosťou zapojiť sa do širšej diskusie o zvyšovaní základných zručností v rámci Paktu pre zručnosti. Či už ste vzdelávateľ, tvorca politiky alebo sa jednoducho zaujímate o vzdelávanie dospelých a rozvoj zručností, táto diskusia sľubuje cenné poznatky a možnosti spolupráce.

V komentároch sa už teraz môžete podeliť o svoje myšlienky, zdroje a návrhy na túto tému!

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Komentár

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Lauma Celma
Community Contributor (Bronze Member).
Ut, 01/30/2024 - 19:49

Mani novērojumi ir, ka šķēršļi mācībām bieži ir mūsu pašu radīti - jau sākotnēji uzstādot nepamatoti augstas prasības neatkarīgi no grupu zināšanu un pramsju līmeņa, pārāk "gudru", teoretizētu apmācību īstenošana tā atbaidot ikdienas cilvēkus, īpaši cilvēkus no attālākām apdzīvotām vietām. Bez tam ir stereotipiska domāšana un attieksme saistībā ar vecumu grupām. Par nopietniem jautājumiem jārunā jau vismaz no primajām klasēm, vienkārši izvēloties vienkāršākus apmācību modeļus, paņēmienus. Skaidrojot jēxzienus. Piemēram, mēs esam izspēlējuši lomu spēles iepazīstot jēdziena Tolerance nozīmi. Un esam ļoti priecīgi, ka bija situācijas, kad dalībnieki bija mazāki bērni. Un tad ir vieglāk runāt arī ar pieaugušajiem. Jo bērni mājās ar vecākiem pārrunā. Kuri pēc tam uz nodarbībām nāk ar lielāku interesi un vēlmi izprast un saprast.

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Ingrida Muraskovska
Community Hero (Gold Member).
So, 01/06/2024 - 11:50

Thanks for the valuable discussion! My experience shows that various organizations are involved in the development of low basic skills, but there is a lack of cooperation between them, which would allow a comprehensive solution to the problems of this target group of adults. Skills development does not start from the first lesson. In order for a person to reach that point, it is necessary to increase his confidence in the possibilities of a better life and in his ability to use them. It is often associated with obstacles created by social conditions, health problems or a lack of psychological readiness. And only the cooperation of stakeholders allows to achieve good results. The Pact for Skills can therefore be a very useful tool. I would also like to focus on aspects of cooperation in future discussions in order to gain new ideas on improving cooperation and examples of good practice.

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Renāte Zīverte
Community Hero (Gold Member).
Št, 12/28/2023 - 12:10

Great example how a company is implementing training. And it is good to acknowledge that if company will understand what kind of problem can be solved by training and even save some expenses, then money for training is not an issue. 

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Daiana HUBER
Community Contributor (Bronze Member).
St, 12/13/2023 - 15:11

As a grant developer for the adult education sector (yes, i very stubbornly hold a sectorial approach even if my part of the sector takes place in prisons with prison staff), part of my daily responsibility is to read. And the best advice i ever got, was read you classics, pieces of policy or innitiatives, that have stayed relevant for at least 10 years. 

In adult education sector we have one of the longest-running initiatives, the Grundtvig program, which was part of the European Commission's Lifelong Learning Program (2007-2013, with finalised implementation up to 2015). While the Lifelong Learning Program, including Grundtvig, ended in 2013, its legacy continues through the current Erasmus+ program. Erasmus+ includes Key Action 2 (KA2) Strategic Partnerships, which support adult education projects. These projects often focus on innovative practices, improving the quality of adult education, and addressing the diverse needs of adult learners. 

In terms of basic skills, the European Commission has been dedicated to supporting initiatives focused on improving basic skills among adults. While there isn’t a single initiative solely dedicated to basic skills in adult education that has spanned multiple decades, the Commission has integrated the promotion of basic skills into various programs and strategies. The European Agenda for Adult Learning, launched in 2011, emphasizes the importance of improving basic skills among adults. It aims to encourage countries to develop policies and initiatives that address low literacy, numeracy, and digital skills among adults. Additionally, within the Erasmus+ program, there are opportunities for adult education initiatives that target basic skills. Projects under Key Action 2 (KA2) Strategic Partnerships or Adult Education projects often address foundational skills, including literacy, numeracy, and digital literacy, albeit as part of broader learning objectives. The European Skills Agenda, introduced in 2020, also prioritizes the improvement of basic skills, recognizing their significance for employability, social inclusion, and personal development.

The Council of the European Union has issued several recommendations related to adult learning and basic skills. These recommendations serve as guidance for EU member states in developing their policies and strategies in these areas. 

Recommendation on Upskilling Pathways: In 2016, the Council adopted a recommendation on Upskilling Pathways: New Opportunities for Adults. This recommendation focuses on enhancing the skills and employability of adults with low qualifications or lacking basic skills. It encourages member states to establish pathways for adults to acquire and certify basic skills, such as literacy, numeracy, and digital skills.

Council Resolution on a Renewed European Agenda for Adult Learning: In 2011, the Council adopted a resolution on a Renewed European Agenda for Adult Learning. This resolution emphasizes the importance of adult learning in addressing societal challenges and promoting lifelong learning. It highlights the need to address basic skills deficiencies among adults and improve their access to quality learning opportunities.

Recommendation on Key Competences for Lifelong Learning: The Council issued a recommendation on Key Competences for Lifelong Learning in 2006, identifying eight key competences, including literacy, numeracy, and digital competence. This recommendation stresses the importance of these skills for personal fulfillment, social inclusion, and employability.

So, for today's topic, these are our "clasics" and would be essential for all of us to read them.

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There are many programs, but trade unions advocate for practical access to learning. How many of us are willing to learn job skills in our free time?

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Johanni LARJANKO
Community Collaborator (Silver Member).
Pi, 02/16/2024 - 11:24

In reply to by Linda ROMELE

@linda Linda  Well, a lot of people actually. While it is preferrable to have a system where you can and are allowed to learn at work, it is not enough. A culture of learning also needs to be fostered, and here voluntary learning on your own time is valuable. Of course this should be encouraged and supported as well, as the learning can often also be connected to your personal development, your career path and your life. In other words, there are many overlapping skills and competences useful (but not limited to) working life.

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Klodjana MEMELLI
St, 12/13/2023 - 13:32

Hello

It was very interesting.

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Martin Dobeš
Community Hero (Gold Member).
St, 12/13/2023 - 13:16

What seems to me quite challenging when talking about basic skills, is the fact that the borders between basic skills (or general or survival skills as some pointed out below - whatever you call it) and sectoral or proffesional skills are constantly changing. The dynamics of this change is higher and higher in time. Some 20 years ago - yes, when I was young - digital skills were not considered as basic or survival but now they are. The speed with which we are moving the borders is amazing - and in the future, we will probably have to find an instrument how to constantly evaluate and reavalute these borders in order to catch up with the technological advances in various economical sectors as well as in ordinary life and education....

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Thank you Martin,

Ultimately, a proactive approach to assessing and adapting the definition of basic skills is necessary to ensure that learners are equipped to thrive in a rapidly evolving Europe. This ongoing evaluation and adjustment will be crucial in keeping pace with technological advances and the changing demands of various sectors and everyday life. This is why we have EBSN, EPALE, European Commission, to be used as dialogue and a platform for adaptation.

Education systems, policymakers, and industry experts should and need to collaborate to regularly review and update curricula starting from competencies frameworks down to learning outcomes, to reflect changing needs.

The adult education sector as well, need to designin educational programs that are flexible and adaptive, allowing for the integration of new competencies as they become essential.

Leveraging technology within education will for sure facilitate the rapid dissemination of new skills knowledge, and attitudes enabling quicker adaptation to changing demands. So always pair technology with human design

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Frollein Flow
Community Hero (Gold Member).
St, 12/13/2023 - 12:55

Thank you for the Pact for Skills initiative and the presentation of the various projects.

Basic skills are essential for democratic participation and should be considered everywhere. But the recognition of other skills developed outside the EU is also very important for the further development of Europe.

In our EU-funded project FITskilling we not only present the exemplary project of the ÖJAB, which integrates people from third countries into the Austrian labour market in a shortened process.

We also discuss the extent to which the rather backward-looking skills discourse might need to be reconfigured in view of the urgent need for future skills initiatives.

Not only should migrants adapt to "our" needs, but perhaps we can also learn from "them" in terms of a more digitally open attitude. After all, they naturally bring with them many of the future skills that are needed today (such as openness to new things, creativity, adaptability, self-confidence, etc.) that we in Europe need to acquire as a collective.

So, for those interested in our project:

1. we have a wonderful EPALE project page with further links:
https://epale.ec.europa.eu/en/fafo-projektseite

2. we have published a longer blog post on the Future Skills discourse here:
https://frolleinflow.com/en/future-proof-learning-the-multi-layered-world-of-future-skills-and-agile-education/

3. finally, you can find all our project content here, which is of course available free of charge:
https://www.fitskilling.eu/
 

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The links you've shared - EPALE project page, the blog post on Future Skills discourse, and the project content - are valuable resources for anyone interested in exploring innovative approaches to skill development and understanding the evolving nature of skills needed in today's world. This open sharing of information contributes to a more inclusive and collaborative approach to skill development and for generation of future projects as well.

It's inspiring to see initiatives like FITskilling that embrace diversity, recognize the value of different skill sets, and aim to create a more agile and adaptable workforce. Thank you for sharing these valuable resources!

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Joseph David MAGEE
St, 12/13/2023 - 12:08

Sadly, in the post-pandemic environment, already vulnerable persons are being most adversely affected when it comes to budget cuts and training needs. There should be more awareness of the physical, learning and neuro diversity needs within the training and employment environment, especially in relation to health and safety.

I am a fully qualified, experienced and state registered English, literacy, special education, vocational and safety teacher with more than 20 years of experience; I also run a small organisation (www.oshliteracy.org) dedicated to raising awareness of this issue and to train trainers and teachers etc. When planning any training program, health and safety must be the first thing on your list - everything else follows.

I continue to work full-time in the classroom. I would like to be able to work collaboratively on different projects, however, time is a valuable and scarce resource. Nevertheless, if I can be of any help and assistance to anyone, please contact me - davidmagee@oshliteracy.org My time and services are completely free. 

Moreover, the European Network for Education and Training of Occupational Safety and Health (ENETOSH) has national safety organisations from all EU countries as well as other experienced professionals. Please contact them, link-up and work collaboratively (www.enetosh.net). Click on members and you will see your country's flag, click on that to find a possible partner to ensure your program is as safe as possible. In these financially restricted times, we should all try to collaborate as much as possible to achieve the best and safest outcomes.

Thanks aagain for the informative discussion. 

Hope to hear from all again soon,

Thanks,

Dave 

 

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Running an organization like OSH Literacy dedicated to raising awareness and training educators and trainers is an excellent example your commitment and how we should all be co-responsible for our sector to making a difference. 

Collaboration is key in achieving comprehensive and effective solutions, especially in times of financial constraints. Your suggestion to connect with ENETOSH and its network of national safety organizations across EU countries is valuable for both adult educators and for grant developers. I would defenetly be doing my homework on this topic

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Ilze IVANOVA
St, 12/13/2023 - 11:17

I completely agree with the idea expressed in the live presentation,that professionalism of trainers is of great importance in implementing of work based approach,but there are can be some problems concerning this approach.The trainer can  be very skill full in his/her field but he/she is lacking skills of teaching , communicating and supporting, encouraging ,because of that we have to be very careful in choosing trainers in the work place.It is also important how does the company support trainers.Do we analyze the achieved results in this common learning process.  

 

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Absolutely, you've highlighted a crucial aspect of workplace training. The effectiveness of a work-based approach heavily relies on the professionalism and teaching abilities of the trainers involved. While subject matter expertise is vital, the ability to effectively communicate, support, and encourage learners is equally important. This is exactly what Knut presented and what we all feel in our individual cases. This is very obvious in prisons as well, especially in the work and training with correctional staff. 

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Ilze, your points on the importance of trainer professionalism resonate strongly. In the Czech Republic, we're intensively focusing on developing the teaching, communication, and supportive skills of trainers. It's recognized that being skilled in a field isn't sufficient; effective training also requires the ability to teach and engage learners. We're also exploring how companies support trainers and the evaluation of learning outcomes (quality in adult education). This holistic approach ensures that trainers are not only experts in their subjects but also skilled educators, which is crucial for the success of work-based learning approaches.

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Dora SANTOS
St, 12/13/2023 - 10:56

Good morning,

The Pact for Skills seems to be almost always associated with sectoral skills (at least in Portugal) but in fact today it is not easy to find a sector that can do without digital and technological skills. Therefore, it seems to me that in fact sectoral skills that are specific to economic sectors end up also integrating basic skills. In this sense, any sector needs to consider basic skills and perhaps we need to have a more comprehensive concept of basic skills. Do you agree?

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Dear Dora, indeed we need an in-depth reevaluation of concepts, totally agreen. We are starting this work with the EBSN team and we would extend an invitation to our conference in June, where this will be on the Agenda. So do follow our announcements for that one.

Yes, basic skills are a wide base that cuts across all economical sectors, mandatory for any citizen to be able to be competent and contributing member of the European community. We need this message to get across to employers and to policy makers, that there will be no European way of life without competent citizens that are able and accountable for their own learning journey, personal and professional. Adult education is the only one able to create the spaces for this to happen

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Dora and Daiana, your discussion highlights a crucial point: the essential role of basic skills across all sectors. I agree that in our digital economy, separating sector-specific skills from basic ones is increasingly impractical. This integration is vital for building a resilient and adaptable workforce. The upcoming conference sounds like an excellent opportunity to deepen these discussions and foster collaboration. Employers and policymakers need to recognize the importance of supporting basic skills as part of lifelong learning for personal and professional development. Strengthening these skills across sectors is key to promoting inclusive and sustainable growth.

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Anita LĪCE
Community Collaborator (Silver Member).
St, 12/13/2023 - 10:08

A question: sometimes basic skills are also called key skills, general skills, and often also mixed up with transversal skills. What is the most appropriate term, what is the difference and what can be done about this term confusion?

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Dear Anita, thank you for this very challanging and relevant question. I call out here colleagues that work in research and in fundamental development of educational sciences, pedagogy and sciences of learning, to open up a public debate and create clarity in our world, gaining the much needed and much deserved respect for our science.

As a practitioner working on a daily basis with EU policy on education, and with the terminology, i can tell you that these terms—basic skills, key skills, general skills, and transversal skills—overlap in meaning but also hold nuanced differences. 

"Basic skills" typically refer to fundamental abilities necessary for functioning in society, such as literacy, numeracy, and communication, and a lot other. 

"Key skills" often encompass a broader range, including problem-solving, critical thinking, and teamwork, in addition to basic skills. Here we actually talk about the 8 key competencies set up a while ago by the European Commission, which to my view are the most accurate and relevant, respecting the sciences of education, teaching and learning.

"General skills" may mirror key skills, representing a set of abilities applicable across various domains. "Transversal skills" emphasize the capacity to apply skills and knowledge across diverse contexts, often involving adaptability and flexibility. But, again, they are all actually COMPETENCIES. The skill is just a part of a competence, that we can not actually separate in practice from the knowledge and the attitude. They ALL 3 work only together, as a competence. This artificial separation holds value only for science research purposes 

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Thanks for clarifying these concepts from the point of practitioner.

 Some times we speak also about survival skills (Wagner's 7 survival skills)

Some authors speak also about 7 C skills - collaboration,communication,creativity,critical thinking, character,citizenship,computation thinking. 

In the aspect of using these concepts we can go in deep discussions, of course it is challenging,but we have to think from the practical point of you that all users have common understanding.

It would be useful to explain in some  material the use of these concepts to have common understanding .

 

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We can call it different things, but everything is based on basic skills, it is not for nothing that James Heckman received the Nobel Prize for his contributions to education. His belief was that the basis of everything is basic skills acquired at an early age.

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Joseph David MAGEE
Pi, 12/08/2023 - 09:17

Occupational Safety & Health (OSH) literacy has been recognised as an essential (the 4th) life-skill literacy by all major national and international safety organisations as well as many global education bodies. The European Network for Education and Training of OSH (www.enetosh.net), with more than 100 member organisations has called for 'all members to make a concerted effort promote OSH literacy as a foundation for life-long learning' essential for long and short-term health and as well as socio-economic mobility prospects. The ISO, ISSA/ILO and many other UN linked organisations also recognise it. We use an internationally standardised system of shapes, colours, symbols and jargon (in English) to provide safety information. Examples can be found at home: on packaging and products, in public spaces: for traffic, emergencies and health and in workplaces. There are other hard and soft OSH skills. There are more than 27 official languages in the EU. English is the main language. Poor communications are the root-cause of most accidents and young and vulnerable persons (inexperienced) are most at risk. We encourage mobility within the EU, but we do not teach our most vulnerable persons and others how to find and use this simple and standardised safety information wherever they may be and whatever they are doing. Unlike other literacies, as the data shows, you seldom get a second chance, if you do not understand safety information. Any discourse or training for  young and vulnerable people must include OSH literacy. All organisations involved in this field have a duty-of-care to ensure all stakeholders are empowered to protect themselves and others and have the requisite OSH literacy skills. Like all literacies OSH literacy must be taught; we cannot continue to take for granted that people will learn this themselves.   Therefore, should we not start to discuss how we can begin to integrate OSH literacy into EU school syllabi and training programs to better prepare young people to safely and successfully transition into employment and independent living? OSH literacy must be treated similarly to English, ICT, Numeracy, financial and health literacies as all the major safety organisations and many educational NGOs are calling for. OSH literacy is an essential Basic Skill and this needs to be discussed at the highest levels.

Please google OSH literacy to find out more.

Thank you,

David Magee

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Daiana HUBER
Community Contributor (Bronze Member).
Po, 12/11/2023 - 07:41

In reply to by Joseph David MAGEE

Dear David, indeed basic skills education, and the adult education sector at large, is facing the challange of expanding our understanding. Your point is well deserved and needed in the conversation, especially now that we need to have a stronger voice as adult education sector. I would highly recommend contacting the EBSN team and joining their efforts.

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Hi Dianna,

I have contacted the EBSN secretariat as you suggested. It is important that safety and health literacy skills (the ability to use information and training to eliminate or reduce risk) is seen as being as important as other Basic Skills.

Thank you for your assistance. I will keep you informed.

Dave

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Anita LĪCE
Community Collaborator (Silver Member).
St, 12/13/2023 - 10:10

In reply to by Joseph David MAGEE

A very good point, agree completely that Occupational safety should be considered as the basic skill everyone should master at school, higher education and workplace.

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Agree with Anita !!!! 

We have to speak more about safe environment. It includes also the aspect of feeling well - psychologically and practically.If the employees are coming to the working place with great pleasure and enthusiasm , they will be ready to obtain and strengthen skills at working place.

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Elga Drelinga
Community Hero (Gold Member).
Po, 12/04/2023 - 08:15

No one is immune from the possibility that their services may prove useless. The opportunity to learn, to acquire new skills, gives the chance to adapt to different circumstances. It gives you the chance to make yourself marketable again. The ability to learn, to retrain, increases a person's well-being. 

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Daiana HUBER
Community Contributor (Bronze Member).
Po, 12/11/2023 - 07:39

In reply to by Elga Drelinga

Elga, happy to see we caught your interest. Indeed, as an economic sector, adult education, and especially providers in the basic skills education have this privilege, opportunity and mission, to offer contexts of lifelong learning, to provide support for the learning experiences of adults, and to advocate for the value of their learning in front of employers and on the labor market. EBSN, Pact for Skills, and the 2 projects that our guests will share with you, are gateways to approach this challenge not alone, as a service provided, but supported by like-minded professionals and structures.

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Ilze IVANOVA
St, 12/13/2023 - 13:12

In reply to by Elga Drelinga

There is a wide range of opportunities to develop skills in different forms and ways,but we all together have to learn how to use these opportunities in the best way.

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Agnese Lejniece
Community Hero (Gold Member).
Pi, 12/01/2023 - 08:36

Prasmju pilnveide vienmēr ir aktuāls temats un prieks, ka arī šī būs diskusija par un ap prasmēm ! Gaidu diskusiju!

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Liga Kalnina
Community Hero (Gold Member).
St, 11/29/2023 - 09:17

Question for the discussion: How would "Pact for Skills" enhance the services provided by small NGO's? Any examples or best practices to better describe the opportunities this initiative presents? Thank you!

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Daiana HUBER
Community Contributor (Bronze Member).
Po, 12/11/2023 - 07:36

In reply to by Liga Kalnina

Dear @ligia kalnina Thank you for the question, well point raised. This is Daiana, your moderator and happy to have you onboard. For sure Miguel will have interesting points on this during his presentation. As a beneficiary of Pact for Skills myself, coming from an NGO, i can tell you that the opportunity is related to creation of an alliance withy partners in your region or across Europe, representing a sector, o delivering service to the same adult learners, benefiting from the powerful dissemination the Pact is offering over social media and joining the exclusive on-line events moderated within the Pact, where I was able to learn about funding opportunities, inspiring practices, and promote the work that we do. As a result, i was fortunate enough to secure a Center of Vocational Excellents and an Innovation Alliance this year for my sector, criminal correctional justice, thanks to what i was able to learn from the Pact team.

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