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Elektroniczna platforma na rzecz uczenia się dorosłych w Europie


Applicant organisation needed for Erasmus + KA2 project on Family Learning

CPIP Romania - Center for Promoting Lifelong Learning is preparing a project application on family learning and needs a promoter for the project who is willing to submit the application at their National Agency. All the administrative and development work will be done by CPIP. The project applicant should have previous experience in coordinating EU funded projects and solid expertise in the field of adult education/basic skills for adults. 

Op 3 mei 2019 organiseerde het Vlaamse beleidsdomein onderwijs een uitwisselingsmoment over vluchtelingen en onderwijs. De presentaties van zowel het plenaire gedeelte als de workshops vind je hier terug.

Het Vlaamse Departement Onderwijs en Vorming reikt handvatten aan die je  instelling helpen omgaan met radicalisering en polarisering en die je beleid rond preventie mee vorm geven.

Η EPALE αποτελεί την επίσηµη ψηφιακή πλατφόρµα της Ευρωπαϊκής Επιτροπής για την Εκπαίδευση Ενηλίκων. Η EPALE απευθύνεται σε ακαδηµαικούς, εκπαιδευτικούς, εκπαιδευτές, ερευνητές και άλλους φορείς χάραξης εκπαιδευτικής πολιτικής που δραστηριοποιούνται στον τοµέα της εκπαίδευσης ενηλίκων. Τα εργαλεία και οι λειτουργίες της EPALE παρέχουν ένα δίκτυο επικοινωνίας µεταξύ των εµπλεκοµένων στον τοµέα της Εκπαίδευσης Ενηλίκων σε εθνικό και ευρωπαϊκό επίπεδο.

Kokių reikia  sąlygų, kad suaugusiųjų savivaldus mokymasis būtų realizuojamas  praktikoje?  Kodėl  jis  svarbus suaugusiųjų mokymuisi? Kokie  mokymosi metodai tinkamiausi organizuojant šį mokymosi procesą? Kokie skaitmeniniai įrankiai neišvengiamai reikalingi organizuojant savivaldų mokymąsi?

Being a parent has never been easy, but it can be even more challenging once your kids are using the internet. Even if you’re not up on the latest technologies and platforms, though, you have an important role — maybe the most important — in your kids’ online lives. This guide will prepare you for the conversations you need to have with kids when they first start using digital devices, as they grow and their online activities change, and when things go wrong.

Today, billions of people all over the planet interact using various technologies. This interaction has created a digital society that affords its members opportunities for education, employment, entertainment, and social interaction. As in any society, it is expected that digital citizens act in a certain way—according to accepted norms, rules, and laws. Most of today’s students are entirely comfortable with technology, but are they using it appropriately? Do they understand their roles and responsibilities in digital society?

Although the magic word ‘lifelong learning’ came to the stage in 1990s especially through the European Union (EU) papers, it was seriously taken into consideration in 2000 with a Memorandum on Lifelong Learning. In this Memorandum, six key messages were put forth and more investment in human resources, as the second message of the Memorandum, was really spearheaded in the list. However, the issue that who will invest whom and on what were not clearly defined, so a kind of ambiguity was created in minds.

Dans le cadre des activités de l’Agenda européen pour la formation et l’éducation des adultes, coordonné par l’Agence Erasmus + France / Education-Formation, le comité de pilotage a validé en juin 2018 la création d’un groupe de travail sur la thématique de l’action de formation en situation de travail (AFEST).

Ce travail s’inscrit dans un contexte national qui fait de l’AFEST un des leviers pour « gagner la bataille des compétences », notamment :

Świat zawodów i świat pracy zmieniają się niezwykle dynamicznie. Warto być na bieżąco. Szczególnie wtedy, gdy jako dorośli podejmujemy decyzje o rekwalifikacji lub chcemy uzyskać nowe kwalifikacje i kompetencje zawodowe. Czasopismo My Zawodowcy może być pomocne w aktualizacji wiedzy na temat pracy w poszczególnych zawodach i wymagań wobec profesjonalistów w poszczególnych branżach.

Äripäev raadios räägitakse õppimisest, tuleviku töödest ja sellest, mida õppima minna, et tulevikus tööd oleks. Juttu tuleb ka õpetaja ameti tähtsusest ja sellest, et robotid ei hakka kunagi tegema meeskonnatööd või loovalt mõtlema. Stuudios on töötukassa oskuste arendamise osakonna juht Kerstin Holland, Kutsekoja OSKA peaanalüütik Yngve Rosenblad ja Eesti Tööandjate Keskliidu haridusnõunik Anneli Entson. Saadet juhib Äripäeva Personaliuudiste juht Kai Miller.

Saate järelkuulamine on Äripäeva keskkonnas tasuta. Vajalik on tasuta konto loomine. 

Une enquête sur les effets de la réforme pour les RH et Service Formation

Création de France Compétences, transformation des OPCA en OPCO, monétisation du CPF, nouveausystème de financement... La dernière réforme de la formation qui vise à tout simplifier semble bien compliquée ! Avant que tout ne rentre dans l’ordre,

2019 s’affiche comme une année de transition, voire de confusion.

The term "globalisation" has been one being used oftenly nowadays. The reason for this, the development of financal capital, competation, and transportation- communication- information technologies are affecting wordwide. The factors are also affecting adult education. The subject of this article is to review the effect of factors that cause globalisation on labor, employment, right for education, inter-cultural relations, and literacy in context adult education.

Folkbildningen har unika värden och har en viktig roll att spela i den regionala kompetensförsörjningen, det visar en ny rapport från Folkbildningsrådet.

Enligt rapporten kan folkbildningen bidra med unika värden och har mycket att vinna på att närma sig regionernas strategiska och operativa arbete med kompetensförsörjning.

Livslångt lärande, integration och förmåga att nå personer med kort formell utbildning och personer som står långt från arbetsmarknaden, är exempel på områden där folkbildningen kan spela en större roll.

As the need for educated workers in the workforce grows at the national and state level, educating low-skilled adults is one way of addressing the skills gap. Adult education programs offer low-skilled adults an opportunity to increase basic academic skills and prepare for college and career. Today, transitioning students from adult education programs into postsecondary education is becoming one of the priorities for adult basic education programs. In this study, the author investigated elements of the career pathways model in an adult education program at a community college and its impact on transitioning students to postsecondary education.
Adult education scholarship has been racialized through the lens of Eurocentric theory and research. Theoretical paradigms such as Africentrism struggle to gain academic legitimacy as discourses of transformative learning, critical thinking and self-direction - all grounded in the European Enlightenment tradition of the individual pursuit of rational self-knowledge - hold sway. This article reviews the way that repressive tolerance serves to broaden the field of adult education by including racially based perspectives on adult learning.
This volume defines the quality components of adult education ESL programs using eight distinct indicators. The standards can be used to review an existing program or as a guide in setting up a new program.
In this autobiographical essay I discuss my role as an adult educator teaching in a teacher education program. I begin with an outline of my serendipitous pathway into the field of adult education, noting some moments in that journey that continue to inform my orientation to adult and lifelong learning. I then offer some reflections of my experiences teaching courses in a teacher education program, including moments of connection as well as disconnection.
This article explores four former doctoral students' perceptions about their selves as adult learners and adult educators through the use of autoethnography and reflective dialogue. The dynamics between the two selves were explored to identify emerging themes and implications for practice in adult education. The duality of their roles as learners and as educators emerges through active conscientization.
Arts-based adult education has been embraced by a growing number of adult educators. These educators have explored its potential in the workplace, in the community and in academia. This article contributes to this work by exploring the Spoken Word, an art form located within the genre of poetry, and its potential as a tool of arts-based adult education. Through engagement, imaginative learning, authenticity and embodying democratic ideals and practices, I explore how the Spoken Word's educational goals are consistent with core goals of adult education such as meaning-making, transformation and critical reflection which I believe makes it an important yet overlooked practice of adult learning.
Although the exact prevalence is not determined, a noticeable subset of individuals who enroll in adult education and training programs have either diagnosed or undiagnosed specific learning disabilities (SLD). Understanding SLD is important basic information for adult educators to inform program policies as well as determine effective instructional practices. This article discusses the development of definitions of SLD and current agreement on the nature of SLD relevant to working with adults. It concludes with implications for adult education programs.


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