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EPALE - ePlatforma za izobraževanje odraslih v Evropi

Socialna vključenost

Spletni dnevnik

| 11 Maj 2020
| objavil NICOLAS HONORINE
Im Rahmen des Projekts mit dem Titel „Envie de réalité : vivre la mobilité“ absolvierten 26 junge Arbeitssuchende im Alter zwischen 18 und 25 Jahren, die von Mission Locale Sud betreut wurden, für entweder 3 oder 6 Monate ein ErasmusPro-Praktikum in einem europäischen Betrieb (Spanien, Großbritannien oder Irland).

Spletni dnevnik

| 11 Maj 2020
| objavil NICOLAS HONORINE
The project entitled “Looking for a taste of the real world? Try mobility” (Envie de réalité: vivre la mobilité) saw 26 young jobseekers, aged 18 to 25 and supported by Mission Locale Sud, embark on an ErasmusPro internship in a European company (in Spain, Great Britain or Ireland) for 3 or 6 months.

Spletni dnevnik

| 11 Maj 2020
| objavil David LOPEZ
Die Gesundheitskrise, die wir durchleben und deren Auswirkungen darin bestehen, dass die Hälfte der Menschheit in bisher unbekannten Stress- und Überlebenssituationen auf ihr Zuhause beschränkt ist, ist eine der wichtigsten in der heutigen Welt. Nachdem europäische Plattform für lebenslanges Lernen nach Brüssel eine Position veröffentlicht hat, hat David Lopez deren Direktorin Frau Brikena XHOMAQI gebeten, zu erklären, was mit dem Titel „Mental health and wellbeing of all learners come first “ gemeint ist.

Spletni dnevnik

| 11 Maj 2020
| objavil David LOPEZ
The current health crisis, which has resulted in half of humanity being confined to their homes in unprecedented situations of stress and survival, is one of the most significant crises of contemporary history. Following a publication by the European Lifelong Learning Platform, David Lopez asked Mrs Brikena XHOMAQI, its director, to explain what she means by the title “Mental health and wellbeing of all learners come first.”

Viri

| 8 Maj 2020
| objavil NSS UK

Little is known about the experiences of estranged students either in the UK or internationally: based on interviews, this study represents the first of its kind in Scotland, exploring how estranged students navigate Education structures and the institutional and interpersonal resources available. This report includes findings from the SRHE and Carnegie funded research on 'estranged students' and is illustrated by Samia Singh.

EPALE interview Ildiko

Spletni dnevnik

| 7 Maj 2020
| objavil EPALE Moderator

Ildiko Simon hat ihr persönliches Trainingskonzept aus einer Kombination aus Psychologie und praktischen Ansätzen entwickelt, die auf Erfahrungen und dem Einsatz von Technologie basieren. Was zeichnet ihre Tätigkeit aus? Sie würde sagen, dass ihr Training von östlichen, westlichen und südlichen Einflüssen geprägt wird.

Spletni dnevnik

| 7 Maj 2020
| objavil Redaktion Deuts...

Evropski projekt COOCOU, ki poteka pod okriljem Erasmus+, se osredotoča na priznavanje spretnosti, usposobljenosti in vrednotenje kompetenc oseb z omejenimi kognitivnimi sposobnostmi. V okviru projekta se bo razvil nabor orodij, ki bodo služila kot pripomočki za vrednotenje in priznavanje teh kompetenc.

Novice

| 6 Maj 2020
| objavil Brikena XHOMAQI

ImproVal project partners co-published a new study which aims to discover whether and how volunteers and voluntary organisations have been able to use the outcomes of validation.

Summary

Novice

| 6 Maj 2020
| objavil Brikena XHOMAQI

Les partenaires du projet ImproVal ont publié une nouvelle étude qui vise à découvrir si et comment les volontaires et les organisations accueillant les volontaires ont pu utiliser les résultats de la validation.

Spletni dnevnik

| 6 Maj 2020
| objavil David LOPEZ
Während der Ausgangsbeschränkungen hört die Gewalt gegen Frauen nicht auf. David LOPEZ, thematischer Koordinator der EPALE, sprach mit Françoise GROLIER, verantwortlich für die Ausbildung im Zentrum Hubertine Auclert, einem Pariser Ressourcenzentrum für Geschlechtergleichstellung.

Spletni dnevnik

| 6 Maj 2020
| objavil David LOPEZ
During the lockdown period, violence against women does not stop. David LOPEZ, EPALE thematic coordinator, spoke with Françoise GROLIER, in charge of training at the Hubertine Auclert centre, a Parisian resource centre for gender equality.

Spletni dnevnik

| 6 Maj 2020
| objavil Goran Jordanoski

Τα άτομα με γνωστικές δυσχέρειες (π.χ μαθησιακές δυσκολίες) εξακολουθούν να αντιμετωπίζουν εμπόδια   στη συμμετοχή τους  σε εκπαιδευτικά προγράμματα και στην αγορά εργασίας. Το έργο  COOCOU παρέχει  εργαλεία Συμβουλευτικής στοχεύοντας ειδικά στις ανάγκες των ατόμων με γνωστικές δυσχέρειες.

Spletni dnevnik

| 6 Maj 2020
| objavil Goran Jordanoski

Personer med kognitiva funktionsnedsättningar (t.ex. inlärningssvårigheter) möter fortfarande hinder som deltar i utbildningsprogram och arbetsmarknaden. Projektet COOCOU tillhandahåller olika hjälpmedel för rådgivningsprocessen specifikt inriktad på behoven hos personer med kognitiva funktionsnedsättningar.

ponedeljek 19 Julij 2021 to petek 23 Julij 2021, Italy

Integrating minority, migrant & refugee children at European schools & society

According to the United Nations High Commissioner on Refugees (UNHCR), over 1 million asylum-seekers and migrants reached the European Union via the Mediterranean in 2015 alone; that is, nearly five times as many as in 2014. The UN’s refugee agency estimates that 84 percent are from countries that, because of war or other circumstances, qualify them as refugees. This overwhelming refugee crisis poses many immediate challenges that should be addressed at different levels within the European Union. And clearly one of the biggest challenges in the years to come is how the EU will manage to integrate the men, women and children who remain in Europe after the crises subside; this will be the real long-term test for EU policy makers and EU communities, in general. The integration of refugees and immigrants in Europe has seen a plethora of academic and policy prescriptions; this fact itself shows that there are few absolute answers to this challenge that EU will face in the years to come. It is worth noticing that international human rights law does not address explicitly the ‘integration’ issue and the rights to non-discrimination and equality appear to be the cornerstones for a successful integration policy. A recent study has concluded that ambitious integration policies do work, and those countries who embrace ‘inclusive integration policies’ tend to provide the best conditions for social cohesion, to the advantage of refugees and immigrants and the societies that host them. ‘Integrating minority, migrant & refugee children at European schools & society’ is a course that offers the participants the opportunity to involve in discussions on the role of education in the overall effort to integrate refugees & immigrants in European societies. This is an essential course for all those involved in education, such as school principals/directors, teachers of formal and informal education, trainers, public employees responsible for educational policies, community leaders, social workers, NGO and civil organisation staff.
ponedeljek 1 November 2021 to petek 5 November 2021, Spain

Integrating minority, migrant & refugee children at European schools & society

According to the United Nations High Commissioner on Refugees (UNHCR), over 1 million asylum-seekers and migrants reached the European Union via the Mediterranean in 2015 alone; that is, nearly five times as many as in 2014. The UN’s refugee agency estimates that 84 percent are from countries that, because of war or other circumstances, qualify them as refugees. This overwhelming refugee crisis poses many immediate challenges that should be addressed at different levels within the European Union. And clearly one of the biggest challenges in the years to come is how the EU will manage to integrate the men, women and children who remain in Europe after the crises subside; this will be the real long-term test for EU policy makers and EU communities, in general. The integration of refugees and immigrants in Europe has seen a plethora of academic and policy prescriptions; this fact itself shows that there are few absolute answers to this challenge that EU will face in the years to come. It is worth noticing that international human rights law does not address explicitly the ‘integration’ issue and the rights to non-discrimination and equality appear to be the cornerstones for a successful integration policy. A recent study has concluded that ambitious integration policies do work, and those countries who embrace ‘inclusive integration policies’ tend to provide the best conditions for social cohesion, to the advantage of refugees and immigrants and the societies that host them. ‘Integrating minority, migrant & refugee children at European schools & society’ is a course that offers the participants the opportunity to involve in discussions on the role of education in the overall effort to integrate refugees & immigrants in European societies. This is an essential course for all those involved in education, such as school principals/directors, teachers of formal and informal education, trainers, public employees responsible for educational policies, community leaders, social workers, NGO and civil organisation staff.
ponedeljek 2 Avgust 2021 to petek 6 Avgust 2021, Italy

Identifying Barriers to Learning – A Special Educational Needs Masterclass

Statistics in Europe suggest that at least 15.4% of the school population have a special educational need which is defined thus ‘A child or young person has Special Educational Needs (SEN) if he or she has learning difficulties or disabilities that make it harder for him or her to learn than most other children and young people of about the same age’. Barriers to learning range from Severe and Complex learning difficulties at the low end of the spectrum to Giftedness at the high end of the spectrum. Between these two extremes will be a range of more specific learning difficulties which include Dyslexia, Dyspraxia (DCD), Dyscalculia, ADD and ADHD; conditions nowadays common in our homes and classrooms. Many children and young people will have special educational needs of some kind during their education. Early years settings, schools, colleges and other organisations, as well as parents, can help most children and young people overcome their difficulties by increasing their awareness and understanding of the most common difficulties encountered and learning how to identify and support the remediation of these difficulties as early as possible. This course is aimed at all those professionals and paraprofessionals who wish to gain a greater understanding of the most common specific learning difficulties, how these can be identified, formally diagnosed and ultimately supported in a positive and effective way for all.

Spletni dnevnik

| 4 Maj 2020
| objavil Teresa Dello Monaco

The EU Erasmus+ project ‘Innovative Language Learning within the framework of practices for socio-cultural inclusion and empathy enhancement in adult education- Lingua+’ led by the ASTOFAN, Iceland, is about to come to end. This blog lists its end products and tips for language teacher/trainers, adult educators, social workers and volunteers in the area of integration.

Spletni dnevnik

| 3 Maj 2020
| objavil Evelyn Grünberg
Evelyn Grünberg kajastab oma blogipostituses reaalaja rollimängu võimalusi täiskasvanuõppes Lea Pulleritsi kaitstud magistritöö põhjal. Uurimuse tulemusel selgus, et larbi kaudu on võimalik täiskasvanute õpetajatel teada saada, kuidas kujundada turvalisi mitteformaalseid õppekeskkondi, kus saab õppida läbi oma keha, varasemate kogemuste ja lugude kaudu.

Novice

| 1 Maj 2020
| objavil Yeliz Nur Akarcay

The Adult Self-Learning: Supporting Learning Autonomy in a Technology-Mediated Environment (abbreviated: ASL (Ref. No. 2019-1-TR01-KA204-076875) is a two year project (2019-2021) co-funded by the Erasmus+ Programme of the European Union, Key Action 2: Cooperation for innovation and the exchange of good practices – Strategic Partnerships for Adult Education. 

Spletni dnevnik

| 30 April 2020
| objavil Monika Hausman-...

Wydawałoby się prawie niemożliwym animować mieszkańców i mobilizować ich do działania, siedząc przed ekranem komputera. Ostatnie miesiące pokazały, że animacja społeczna może mieć także swoje internetowe oblicze. I choć dobre relacje, na których opierają swoją pracę animatorzy, najlepiej buduje się w osobistym kontakcie, to w sytuacji, gdy ten kontakt jest uniemożliwiony warto poszukać innych sposobów. Czasem trafia się do zupełnie nowej grupy odbiorców.

Spletni dnevnik

| 30 April 2020
| objavil Sylvia de Groot...

Meer dan 600.000 nieuwkomers hebben behoefte aan taalondersteuning, zodat zij sneller mee kunnen doen in de samenleving. Naar verwachting neemt dit aantal de komende tijd toe. Dit wordt veroorzaakt door het groeiend aantal migranten dat naar Nederland komt. Daarnaast spelen de verhoging van de taaleis naar B1 in de nieuwe wet inburgering en de aandacht voor laaggeletterdheid vanuit de overheid een belangrijke rol. Deze conclusies trekt het ECBO dat in opdracht van de stichting Het Begint met Taal een notitie schreef over het aantal anderstaligen met een behoefte aan taalondersteuning.

Spletni dnevnik

| 30 April 2020
| objavil Mojca Špacapan

Ljudska univerza Nova Gorica je jeseni 2018 postala ena izmed partnerjev v Erasmus+ projektu Recraft. Glavni cilj projekta je izboljšati ozaveščenost o pomenu ohranjanja kulturne dediščine ter s tem zvečati pomen tradicije lokalnega obrtništva.

Strani

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