Maths Week Scotland will take place from 30 September to 6 October 2019. Schools, museums and organisations will be holding events across the nation, encouraging Scottish citizens to get involved with maths activities and to appreciate the positive impact the use of maths skills has on society.
Non-formal and informal learning
Simon Broek looks back at the articles published during EPALE’s thematic focus on citizenship education
The EPALE community collected good practice examples on citizenship education
Italian and Albanian young people to support the policy reforms.
In June and July EPALE is having a special focus on non-formal and informal learning.
Five recommendations for practitioners teaching on global citizenship education topics
Description of project "European Mobility for a Dynamic Territory"
We all love stories. Human nature calls for them. Stories tell who we are. Stories create connection with other people.
With a first transnational seminar next week, which will be held in Naples from 11 to 14 june, the project "T.A.K.E. PART – Transnational Activities for Key digital skills in Engagement and youth PARTicipation" will start.
The Trusthouse Charitable Foundation is providing grants to communities to help them renovate and improve their community centres. The term ‘community centres’ is considered to be broad, with village halls, churches, sports centres and many other locations included. To apply, the postcode of the building must be in the most deprived areas for both urban and rural projects.
In order to prepare judges, delegates and the team for the implementation of the new Water Polo Rules (FINA Water Polo Rules 2019-21, Hangzhou 2018), all competitions at the VPSCG level will start, starting with the Cup of Montenegro for the younger categories 2018/19. VPSCG organizes Judicial Training and Delegates from all VPSCG lists, assistant judges (who perform table functions) and trainers of all age groups of clubs from VPSCG, in Bečići, Hotel "Montenegro", on Saturday, June 1, 2019. beginning at 9:00.
The participation rate in adult life-long learning has risen to an all-time record level. According to the latest data, 19.7% of Estonian citizens aged 25-64 participated in adult learning last year, which is 2.5% more than in 2017. This placed Estonia fourth among European Union member states.
Share your insights on Nordic non-formal adult education!
The Dragon Dreaming course was carried out in Ramales de la Victoria. It is a small and beautiful town at the north of Cantabria, sorrounded by nature. During this course, participants were able to learn the Dragon Dreaming Methodology and its tools for the creation of sustainable projects.
This course was a great opportunity for the participating organizations to meet their training needs of their staff and also to rethink what kind of entity they wanted to be, applying this novel and sustainable approach at the structural and project level.
The government has launched a new scheme to help regenerate village halls across the country. Funds can be used to refurbish existing halls, but will not be used to establish new builds. Village halls serve as essential meeting places for local citizens to enjoy sports and leisure activities, as well as to discuss and receive healthcare and education.
Migrants who decide - whether voluntarily or involuntarily – to leave their home-country are confronted with a change of their frame of reference that helps oneself in a social system to reduce the world to a calculable section in which one can find its own way and in which one can interact. This blog by Barbara Kuss and Mats Mikiver was written on the occasion of the EPALE Austria conference, which was held on 13 June 2019 in Vienna.
When working with adults, a lot of expertise usually emerges in the group and a skilful trainer can use this expertise to support learning in the group. The most optimal environment for this to succeed is a group with a trusting atmosphere and a good team spirit.
Simon Broek looks back at the articles published during EPALE’s thematic focus on citizenship education.
The EPALE community got together to share good practice examples and successful projects on citizenship education from across Europe.
In June and July EPALE is having a special focus on non-formal and informal learning.
Non-formal learning refers to learning not included in the official education provided by society, such as comprehensive school or other degree studies. Non-formal learning differs from informal learning which, in turn, refers to learning things through everyday chores and activities. In addition, non-formal learning is characterised by its target-oriented approach and includes support for learning in the form of, for example, liberal adult education.
How can educators best nurture balanced global citizenship education? In her blog post Researcher Madeleine Le Bourdon shares insights from her ongoing research, pointing to the importance of informal spaces in citizenship education – a neglected field of study – and provides five recommendations for practitioners teaching on global citizenship topics.
At the VPL Biennale, which took place between 7 - 8 May 2019 in Berlin, John Dalsgard from the Faroese Ministry of Education, Research and Culture talked about the establishment of a legal foundation for VPL on the Faroe Islands. He gave an overview of different educational pathways, thereby highlighting the complexity of the task. Read the interview here!
At the 3rd VPL Biennale, which took place between 7 - 8 May 2019, in Berlin, EPALE Germany conducted an interview with An De Coen from IDEA Consult. She and her team were commissioned with calculating how much it would cost to establish and maintain a VPL System in Flanders. In the interview, Ms De Coen talks about why calculating the cost is so important and how the model for calculating it might be transferable to other countries.
Se trata de la undécima edición de las salidas culturales organizadas desde el Centro de profesorado (CEP) de Torrelavega, como actividad de final de curso, con el objetivo de potenciar la convivencia entre el profesorado de todos los niveles y aportar recursos a la práctica docente desde el aprendizaje no formal e informal.
Entre el 7 y el 9 de junio tendrá lugar en el Centro Polivalente de El Charco de Puerto del Rosario en la isla de Fuerteventura el Festival de Innovación Cívica, promovido por el Gobierno de Canarias y el Ayuntamiento de Puerto del Rosario.
Se trata de un encuentro abierto y público en torno a la Innovación Cívica donde se trabajarán temáticas y se presentarán iniciativas relacionadas con Gobierno Abierto, Feminismos o Diseño, Tecnología, Economía y Espacios Cívicos.
Almedalsveckan är en demokratisk mötesplats för samhällsfrågor. Den genomförs varje sommar i Visby. I år arrangerar Folkbildningsrådet ett seminarium själva samt medverkar på en folkbildarfrukost arrangerad av Studieförbunden.
Studieförbunden arrangerar ett samtal utifrån Folkbildningsrådets rapport om cirkeldeltagares vägar till arbetsmarknaden. Studien visar att arbetslösa individer som deltagit i studiecirkel har större sannolikhet att få ett arbete inom tre år. Starkast är sambandet för utrikesfödda deltagare.
Järvaveckan handlar om att minska avståndet mellan de folkvalda politikerna och medborgarna. Folkbildningsrådet arrangerar ett seminarium om en ny rapport från Folkbildningsrådet som handlar om folkbildning i marginaliserade stadsdelar.
Mer än hälften av folkbildningens deltagare finns i landets större städer. Städernas utmaningar har blivit folkbildningens angelägenhet. Vilken roll spelar studieförbund och folkhögskolor i städernas marginaliserade områden? Ett samtal om folkbildningens betydelse för deltagarna, föreningslivet och samhället.
This book is a result of the Location-based games as a contemporary, original, and innovative method of seniors’ teaching and learning [LoGaSET] project, coordinated by Foundation Pro Scientia Publica, financed from the Erasmus Plus KA2 strategic partnership budget (nr 2017-1-PL01-KA204-038869) implemented by four countries: Poland, Lithuania, Slovakia and the United Kingdom. The project developed a programme of classes for seniors in the use of smartphones, which can be implemented both in a classroom system and with the use of the location-based games.
The European Centre for the Development of Vocational Training (Cedefop) released the European guidelines for validating non-formal and informal learning.
The VIME project investigated the different roles and added value of volunteers for adult education. This project has been executed by The Netherlands, Denmark, Slovenië and UK. Check the products delivered by VIME!
The main aim of the project is to create an innovative non-formal education tool in order to help the young people to better understand science and scientifical diagrams. The tool teaches but also responds for youth’s need of competition and development.
Mindfulness is the practice of focusing the mind on the present moment in order to improve wellbeing and mental health. The Mental Health Foundation have created the Look after your mental health using mindfulness booklet detailing the benefits of using mindfulness techniques, which is free to download from their website. It provides details about mindfulness and can be particularly useful to mental health first aiders and those working with people who have mental health problems.
The Corporate Learning Tool is a free, online tool aiming to improve the competiveness of European Academic Spin-Offs and Start-ups by supporting them to effectively deal with the challenges faced when internationalising their businesses and to improve their global talent management. Here bellow is available the direct link to this online training tool.
The Handbook on Transnational Entrepreneurship and Effective Internationalization Strategies for Spin Offs (pdf version available here bellow) is the off-line (downloadable) version of the training programme.
This video by Oxford Owls and author Gary Wilson can help parents get their boys reading. Wilson presents his five top tips for encouraging boys to read and the video offers extra advice to drive parental engagement.
Learning in the flow of work is a new idea: it recognizes that for learning to really happen, it must fit around and align itself to working days and working lives. Rather than think of corporate learning as a destination, it’s now becoming something that comes to us.
Through good design thinking and cutting-edge technology, we can build solutions and experiences that make learning almost invisible in our jobs. One could argue that Google and YouTube are two of the earliest “learning in the flow” platforms, which we now take for granted.
"The Cross Diagnostics system consists in analyzing the process of assessment and certification of learning outcomes of trades with SFMQ profiles in educational, vocational training and skills validation institutions. Cross-diagnoses do not focus on the education and training process.
As part of our thematic focus on citizenship education, we want to hear from you – the EPALE community – about any good practice examples and successful projects related to citizenship education for adults.
Valorize NFIL Across Europe is an Erasmus plus KA2 Adult started in 2018.
Council Recommendation of 20th December 2012 on the validation of non-formal and informal learning (NFIL) started an European common process the involved quite all UE countries.
Many researches put in evidence that this process shows 2 problems:
Everyone learns outside formal institutions, but the needs to validate non-formal and informal learning might be different for a migrant wanting to start working, a person that dropped out of school that wants to resume education or an employee that wants to improve its career prospects. Do we need different systems for each of those users? Can we just have one system that meets all their needs?
Do we actually learn more by formalising learning? There is a tendency to formalise learning. The most prominent development is the establishment of Qualifications Frameworks and Accreditation of Prior Learning systems. Both initiatives are based on the assumption that learning can be described in terms of learning outcomes.
Thinking in terms of learning outcomes is not a bad thing. As a proxy, it clarifies what people learn; it focuses the development of learning programmes; it allows recognition of prior learning against agreed standards.