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Electronic Platform for Adult Learning in Europe


Research and evaluation best practices


From the 31st May through the 2nd June 2017, Luxembourg hosted the General Assembly and Annual Conference of the European Basic Skills Network (EBSN More than 100 experts from 20 European countries participated at this event.

Definition of Basic Skills

The significant contributions by the Network of cantonal practitioners to the implementation of the creation of a strategic approach to Planning and Managing and the implementation of development projects in the Federation of Bosnia and Herzegovina (BiH), were highlighted on the three-day seminar in Orašje. The seminar was held with the participation of practitioners from all cantons in the Federation of BiH.

Three years ago a project started. Four countries' teachers and their adult trainees participated in this. First meeting was held in Finland, the second one in Spain, the third one in Greece and the last and most striking, amazing one was in Turkey. It was beyond a project. It was like a festival, flag-day or feast. It was a merge of people from different countries. It was the construction, establishment of friendships.
Please fill in the survey on alternative assessment methods for validation in Europe to address the needs of learners with special focus on disadvantaged groups such as migrants, long-term unemployed, and those who have had an adverse experience with formal education including with school-based assessments.

The UNESCO Institute for Lifelong Learning (UIL) is inviting applications to its CONFINTEA (International Conference on Adult Education) Research Scholarship and CONFINTEA Fellowship programmes. Successful candidates will have the chance either to develop research which will inform policy and practice in Member States or to develop national strategies to shape adult learning and education in their home countries.

Vocational secondary schools in Bosnia and Herzegovina still respond slowly to economy's needs for certain professions.

Coton FINAL roll up cut identification and use of new technologies and tools in vocational schools don't progress fast enough, too. Companies are often informed better and adopt new technologies more quickly, while schools are mostly poorly equipped.