the reduction in staff and employees in a company through normal means, such as retirement and resignation. This is natural in any business and industry.
The document summarizes the key points of the European Agenda for Adult Learning. It outlines the rationale for adult learning in Europe due to skills mismatches and an aging population. It identifies priority areas for adult learning including making lifelong learning a reality, improving quality and efficiency, promoting equity and active citizenship, and enhancing creativity. Progress toward EU benchmarks on issues like early leaving, tertiary education rates, and adult learning participation is mixed. The vision for adult learning by 2020 emphasizes access, awareness, responsibility, and learner-centered outcomes.
Presentation by Andrew Bell, OECD, 7 October 2020, Riga, Latvia. Launch of the OECD publication “OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development guidelines 2021-2027”.
This document summarizes recent trends in lifelong guidance practice and policy development in Nordic countries and Europe. It discusses how policymakers and the public have increasingly recognized the importance of career guidance. Career guidance helps reduce skills mismatches and supports individuals through education and career transitions. Effective lifelong guidance encourages the development of career management skills and draws on career information to support labor market participation and skills development. International cooperation helps promote evidence-based lifelong guidance policies and practices.
Presentation by Andrew Bell, OECD, to the Parliamentary Committee, 7 October, Riga, Latvia. Launch of the OECD publication “OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development guidelines 2021-2027”.
Curriculum Development for Online Learning: Considerations and Lessons from t...Gabriel Konayuma
The aim of the presentation is to identify key considerations and lessons from a Zambian perspective in the TVET sector of the role of curriculum development for online learning
PowerPoint by Mr. Andreas Schleicher, OECD Director for Education and Skills, Skills Summit 2018, Porto.
SESSION 2: DESIGN – Rethinking education and lifelong learning policies
Objective: Discuss how education and skills policies need to be redesigned to make the most of the digital transformation; discuss whether digitalisation is creating the need to adopt a lifelong learning approach to skills development
The reform of vocational education and training in Finland aims to create a competence-based and customer-oriented system that improves efficiency. Key goals are enhancing cooperation between vocational institutions and employers, integrating vocational employment education, and establishing one unified VET system for young people and adults based on lifelong learning. The reformed system will offer three types of vocational qualifications at different EQF levels and individual study paths tailored to each student's needs, skills, and life situation. It intends to provide employers with a skilled workforce and students quicker access to employment through flexible admission, recognition of prior learning, and guidance during and after studies.
The document summarizes the key points of the European Agenda for Adult Learning. It outlines the rationale for adult learning in Europe due to skills mismatches and an aging population. It identifies priority areas for adult learning including making lifelong learning a reality, improving quality and efficiency, promoting equity and active citizenship, and enhancing creativity. Progress toward EU benchmarks on issues like early leaving, tertiary education rates, and adult learning participation is mixed. The vision for adult learning by 2020 emphasizes access, awareness, responsibility, and learner-centered outcomes.
Presentation by Andrew Bell, OECD, 7 October 2020, Riga, Latvia. Launch of the OECD publication “OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development guidelines 2021-2027”.
This document summarizes recent trends in lifelong guidance practice and policy development in Nordic countries and Europe. It discusses how policymakers and the public have increasingly recognized the importance of career guidance. Career guidance helps reduce skills mismatches and supports individuals through education and career transitions. Effective lifelong guidance encourages the development of career management skills and draws on career information to support labor market participation and skills development. International cooperation helps promote evidence-based lifelong guidance policies and practices.
Presentation by Andrew Bell, OECD, to the Parliamentary Committee, 7 October, Riga, Latvia. Launch of the OECD publication “OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development guidelines 2021-2027”.
Curriculum Development for Online Learning: Considerations and Lessons from t...Gabriel Konayuma
The aim of the presentation is to identify key considerations and lessons from a Zambian perspective in the TVET sector of the role of curriculum development for online learning
PowerPoint by Mr. Andreas Schleicher, OECD Director for Education and Skills, Skills Summit 2018, Porto.
SESSION 2: DESIGN – Rethinking education and lifelong learning policies
Objective: Discuss how education and skills policies need to be redesigned to make the most of the digital transformation; discuss whether digitalisation is creating the need to adopt a lifelong learning approach to skills development
The reform of vocational education and training in Finland aims to create a competence-based and customer-oriented system that improves efficiency. Key goals are enhancing cooperation between vocational institutions and employers, integrating vocational employment education, and establishing one unified VET system for young people and adults based on lifelong learning. The reformed system will offer three types of vocational qualifications at different EQF levels and individual study paths tailored to each student's needs, skills, and life situation. It intends to provide employers with a skilled workforce and students quicker access to employment through flexible admission, recognition of prior learning, and guidance during and after studies.
What is career guidance?
Career education in which students learn about the world of work and develop career management skills through classroom teaching, and through other activities.
Career information on courses and careers, progression routes and choices.
Individual career counselling on a one-to-one basis, providing specific advice on career decisions.
Direct contact with the world of work to give young people first-hand insights into, and experiences of, the labour market in order to raise, broaden and inform career aspirations.
This document summarizes Sweden's implementation of the European Agenda for Adult Learning from 2013-2019. It discusses 4 programs that Sweden has participated in, including basic skills training, regional cooperation, validation of skills, and regional dialogue meetings. 26 regional dialogue meetings were held in 2018 to discuss opportunities for adult learning in Sweden and follow developments at local and municipal levels. Future priorities for adult learning in Sweden are dependent on the results of evaluating these meetings, ongoing government investigations into adult education, and future government decisions in this area. Cooperation across different providers of adult education is cited as a possible priority.
Cv active ageing enterprise event long standCSR Europe
This document discusses active aging and outlines plans for a collaborative venture between businesses and the European Union to support the European Year for Active Aging in 2012. The collaborative venture aims to address active aging in employment, social participation, and healthy aging/autonomous living. Planned outputs include launch and closing events, a collection of best practices, and tools to help companies develop policies for an aging workforce. Businesses are encouraged to showcase initiatives and commit to objectives in these areas to contribute to the European Year.
Norway's skills policy priorities are to increase lifelong learning participation, especially among at-risk groups, develop digital competence across sectors through cross-sectoral cooperation, and reform competence through its strategy for skills policy 2017-2021 which focuses on future skills needs, lifelong learning experts, and continuing education programs in digital skills. Other key targets include developing a flexible adult education system adapted to needs, improving vocational training opportunities for unskilled workers, and strengthening career guidance and validation of prior learning.
1) The document discusses challenges in European education systems, including high youth unemployment and decreasing education budgets.
2) It proposes focusing on improving teacher quality and developing skills relevant to the labor market and society. Member states should improve teacher recruitment and training, while the EU can help through funding and policy coordination.
3) The Rethinking Education package and Erasmus for All program aim to invest in skills, flexible learning opportunities, and collaboration between education institutions and businesses. The goal is support economic growth through excellence in vocational education and training.
1) The document summarizes Henrik's opening address at a seminar on a project focused on enhancing social inclusion in vocational education and training (VET) systems.
2) He thanks the hosts and participants and emphasizes the importance of the project for giving young people a fair chance in life and strengthening cooperation between countries and actors.
3) Henrik stresses that the project demonstrated strengthened partnerships to improve VET inclusiveness and that its outcomes helped advance understanding of disadvantage and the need for systemic responses within inclusive VET systems.
Higher education policy is the key to lifelong learning and this is particularly important as the ageing population is increasing in many countries. It is a major driver of economic competitiveness in an increasingly knowledge-driven global economy and it also brings social cohesion and well-being. Countries are increasingly aware that higher education institutions need to foster the skills required to sustain a globally competitive research base and improve knowledge dissemination to the benefit of society. Kazakhstan’s higher education system has made progress over the past ten years. However, there is scope for improvement in delivering labour-market relevant skills to Kazakhstanis, and in supporting economic growth through research and innovation.
In examining the higher education system in Kazakhstan, this report builds on a 2007 joint OECD/World Bank review: Reviews of National Policies for Education: Higher Education in Kazakhstan 2007. Each chapter presents an overview of progress made in the past decade across the main areas explored in the 2007 report. These include quality and relevance, access and equity, internationalisation, research and innovation, financing and governance. The report also examines policy responses to evolving dynamics in higher education and the wider socio-economic changes.
Southeast Asia Regional Programme Forum 2021: Breakout session “Reskilling an...OECD Centre for Skills
El lza Mohamedou, Head of the OECD Centre for Skills presented at the Southeast Asia Regional Programme Forum on 20 May 2021, during the breakout session “Reskilling and upskilling for an inclusive and sustainable recovery”
This project focused on improving equity in vocational education and training (VET) policies within the Ministry of Economy in an unnamed country. The research identified unique needs of the VET school system and helped share knowledge to better prepare for future initiatives. Remaining challenges include promoting the image of VET, recruiting and training quality teachers, improving school infrastructure, and increasing cooperation between the ministries and private industry.
OECD School Resources Review Colombia 2018EduSkills OECD
The Review offers a broad analysis of school education in Colombia, from funding and educational provision to teacher policy. The report focuses on rural-urban gaps within the context of Colombia’s peace agreement and makes recommendations on how to advance in narrowing these gaps.
How can we support meaningful interactions in early childhood education and ...EduSkills OECD
Children’s learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as “process quality”, and leads to a key question – which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings? This report discusses five main policy levers and their effect on process quality, focusing particularly on curriculum and pedagogy, and workforce development. It presents indicators covering 26 countries and jurisdictions, 56 different curriculum frameworks, and more than 120 different types of ECEC settings.
The document summarizes a presentation on financial literacy in Portugal. It discusses the current state of financial literacy and identifies gaps. It outlines the objectives of developing an online curriculum and platform to improve EU citizens' financial competencies. A survey was conducted that found citizens lack basic math skills and financial planning habits. There is also a lack of free online courses on financial literacy. The project aims to address these gaps by developing 8 online modules covering topics like digital literacy, budgeting, and consumer rights.
27 January 2020, Bratislava.
This report, “OECD Skills Strategy Slovak Republic: Assessment and Recommendations”, identifies opportunities and makes recommendations to strengthen the skills of youth, reduce skills imbalances, foster greater participation in adult learning and strengthen the use of skills in the workplace.
Connecting Students with People who Care(er): Post-Secondary Professionals as...BCcampus
1. The document discusses post-secondary education professionals and their role in student career development. It defines these professionals as "Career Influencers" who informally provide career advice, guidance, and counseling to students.
2. Career Influencers see their role impacting student career development through functions like advising, guiding, counseling, teaching, advocating, and networking. They also impact students by sharing their own life experiences and demonstrating attributes like being approachable, authentic, and empathetic.
3. Professionals conceptualize "career" differently, including as a means of expression, pursuit of meaning, and contribution to society. Their experiences and values shape these conceptions.
4. Furthering professionals
Empowering teachers, parents and communities to achieve excellence and equity...EduSkills OECD
This presentation was given by Rachel Sunderland and Ellen Birt from the Scottish Government at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
International Review of Adult Basic Skills Learning From High Performing and ...Ipsos UK
David Mallows, Director of Research, National Research and Development Centre for Adult Literacy and Numeracy (NRDC) presented at the BIS / Ipsos MORI event Improving basic skills: An international perspective on a UK dilemma in London on 14 January 2015.
Predstavitev izobraževanja odraslih na Kosovem, dr. Rame Likaj, Konferenca Gr...AndragoskiCenterSlovenije
Description
Konferenca GM 2015 Ljubljana
Gradimo mostove v izobraževanju odraslih 2015
Gradimo mostove u obrazovanju odraslih 2015
---
Predstavitev izobraževanja odraslih na Kosovem
- dr. Rame Likaj, Ministry of Education, Science and Technology
---
http://pro.acs.si/gm2015
Global warming is the rise in the average temperature of the Earth's atmosphere and oceans since the late 19th century and its projected continuation. Global warming is caused by increased concentrations of greenhouse gases produced by human activities such as deforestation and burning fossil fuels. If unchecked, global warming may lead to sea level rise, more extreme weather events, food shortages, and mass extinctions of plant and animal species. Efforts to reduce global warming include reducing greenhouse gas emissions through transitioning to renewable energy sources and increasing energy efficiency, as well as carbon sequestration technologies to remove carbon dioxide from the atmosphere. Governments can implement policies such as carbon taxes to reduce emissions.
This document outlines an argumentative presentation on the bad impacts of using gadgets on the human body. It begins with introducing gadgets and their definitions. The thesis is that gadgets like computers, phones, tablets, and game consoles have negative health impacts. Several reasons are provided with evidence, such as eye strain, hearing damage, repetitive stress injuries, obesity, and insomnia. Opposing ideas note some benefits but the conclusion agrees that gadgets can negatively influence health.
What is career guidance?
Career education in which students learn about the world of work and develop career management skills through classroom teaching, and through other activities.
Career information on courses and careers, progression routes and choices.
Individual career counselling on a one-to-one basis, providing specific advice on career decisions.
Direct contact with the world of work to give young people first-hand insights into, and experiences of, the labour market in order to raise, broaden and inform career aspirations.
This document summarizes Sweden's implementation of the European Agenda for Adult Learning from 2013-2019. It discusses 4 programs that Sweden has participated in, including basic skills training, regional cooperation, validation of skills, and regional dialogue meetings. 26 regional dialogue meetings were held in 2018 to discuss opportunities for adult learning in Sweden and follow developments at local and municipal levels. Future priorities for adult learning in Sweden are dependent on the results of evaluating these meetings, ongoing government investigations into adult education, and future government decisions in this area. Cooperation across different providers of adult education is cited as a possible priority.
Cv active ageing enterprise event long standCSR Europe
This document discusses active aging and outlines plans for a collaborative venture between businesses and the European Union to support the European Year for Active Aging in 2012. The collaborative venture aims to address active aging in employment, social participation, and healthy aging/autonomous living. Planned outputs include launch and closing events, a collection of best practices, and tools to help companies develop policies for an aging workforce. Businesses are encouraged to showcase initiatives and commit to objectives in these areas to contribute to the European Year.
Norway's skills policy priorities are to increase lifelong learning participation, especially among at-risk groups, develop digital competence across sectors through cross-sectoral cooperation, and reform competence through its strategy for skills policy 2017-2021 which focuses on future skills needs, lifelong learning experts, and continuing education programs in digital skills. Other key targets include developing a flexible adult education system adapted to needs, improving vocational training opportunities for unskilled workers, and strengthening career guidance and validation of prior learning.
1) The document discusses challenges in European education systems, including high youth unemployment and decreasing education budgets.
2) It proposes focusing on improving teacher quality and developing skills relevant to the labor market and society. Member states should improve teacher recruitment and training, while the EU can help through funding and policy coordination.
3) The Rethinking Education package and Erasmus for All program aim to invest in skills, flexible learning opportunities, and collaboration between education institutions and businesses. The goal is support economic growth through excellence in vocational education and training.
1) The document summarizes Henrik's opening address at a seminar on a project focused on enhancing social inclusion in vocational education and training (VET) systems.
2) He thanks the hosts and participants and emphasizes the importance of the project for giving young people a fair chance in life and strengthening cooperation between countries and actors.
3) Henrik stresses that the project demonstrated strengthened partnerships to improve VET inclusiveness and that its outcomes helped advance understanding of disadvantage and the need for systemic responses within inclusive VET systems.
Higher education policy is the key to lifelong learning and this is particularly important as the ageing population is increasing in many countries. It is a major driver of economic competitiveness in an increasingly knowledge-driven global economy and it also brings social cohesion and well-being. Countries are increasingly aware that higher education institutions need to foster the skills required to sustain a globally competitive research base and improve knowledge dissemination to the benefit of society. Kazakhstan’s higher education system has made progress over the past ten years. However, there is scope for improvement in delivering labour-market relevant skills to Kazakhstanis, and in supporting economic growth through research and innovation.
In examining the higher education system in Kazakhstan, this report builds on a 2007 joint OECD/World Bank review: Reviews of National Policies for Education: Higher Education in Kazakhstan 2007. Each chapter presents an overview of progress made in the past decade across the main areas explored in the 2007 report. These include quality and relevance, access and equity, internationalisation, research and innovation, financing and governance. The report also examines policy responses to evolving dynamics in higher education and the wider socio-economic changes.
Southeast Asia Regional Programme Forum 2021: Breakout session “Reskilling an...OECD Centre for Skills
El lza Mohamedou, Head of the OECD Centre for Skills presented at the Southeast Asia Regional Programme Forum on 20 May 2021, during the breakout session “Reskilling and upskilling for an inclusive and sustainable recovery”
This project focused on improving equity in vocational education and training (VET) policies within the Ministry of Economy in an unnamed country. The research identified unique needs of the VET school system and helped share knowledge to better prepare for future initiatives. Remaining challenges include promoting the image of VET, recruiting and training quality teachers, improving school infrastructure, and increasing cooperation between the ministries and private industry.
OECD School Resources Review Colombia 2018EduSkills OECD
The Review offers a broad analysis of school education in Colombia, from funding and educational provision to teacher policy. The report focuses on rural-urban gaps within the context of Colombia’s peace agreement and makes recommendations on how to advance in narrowing these gaps.
How can we support meaningful interactions in early childhood education and ...EduSkills OECD
Children’s learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as “process quality”, and leads to a key question – which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings? This report discusses five main policy levers and their effect on process quality, focusing particularly on curriculum and pedagogy, and workforce development. It presents indicators covering 26 countries and jurisdictions, 56 different curriculum frameworks, and more than 120 different types of ECEC settings.
The document summarizes a presentation on financial literacy in Portugal. It discusses the current state of financial literacy and identifies gaps. It outlines the objectives of developing an online curriculum and platform to improve EU citizens' financial competencies. A survey was conducted that found citizens lack basic math skills and financial planning habits. There is also a lack of free online courses on financial literacy. The project aims to address these gaps by developing 8 online modules covering topics like digital literacy, budgeting, and consumer rights.
27 January 2020, Bratislava.
This report, “OECD Skills Strategy Slovak Republic: Assessment and Recommendations”, identifies opportunities and makes recommendations to strengthen the skills of youth, reduce skills imbalances, foster greater participation in adult learning and strengthen the use of skills in the workplace.
Connecting Students with People who Care(er): Post-Secondary Professionals as...BCcampus
1. The document discusses post-secondary education professionals and their role in student career development. It defines these professionals as "Career Influencers" who informally provide career advice, guidance, and counseling to students.
2. Career Influencers see their role impacting student career development through functions like advising, guiding, counseling, teaching, advocating, and networking. They also impact students by sharing their own life experiences and demonstrating attributes like being approachable, authentic, and empathetic.
3. Professionals conceptualize "career" differently, including as a means of expression, pursuit of meaning, and contribution to society. Their experiences and values shape these conceptions.
4. Furthering professionals
Empowering teachers, parents and communities to achieve excellence and equity...EduSkills OECD
This presentation was given by Rachel Sunderland and Ellen Birt from the Scottish Government at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
International Review of Adult Basic Skills Learning From High Performing and ...Ipsos UK
David Mallows, Director of Research, National Research and Development Centre for Adult Literacy and Numeracy (NRDC) presented at the BIS / Ipsos MORI event Improving basic skills: An international perspective on a UK dilemma in London on 14 January 2015.
Predstavitev izobraževanja odraslih na Kosovem, dr. Rame Likaj, Konferenca Gr...AndragoskiCenterSlovenije
Description
Konferenca GM 2015 Ljubljana
Gradimo mostove v izobraževanju odraslih 2015
Gradimo mostove u obrazovanju odraslih 2015
---
Predstavitev izobraževanja odraslih na Kosovem
- dr. Rame Likaj, Ministry of Education, Science and Technology
---
http://pro.acs.si/gm2015
Global warming is the rise in the average temperature of the Earth's atmosphere and oceans since the late 19th century and its projected continuation. Global warming is caused by increased concentrations of greenhouse gases produced by human activities such as deforestation and burning fossil fuels. If unchecked, global warming may lead to sea level rise, more extreme weather events, food shortages, and mass extinctions of plant and animal species. Efforts to reduce global warming include reducing greenhouse gas emissions through transitioning to renewable energy sources and increasing energy efficiency, as well as carbon sequestration technologies to remove carbon dioxide from the atmosphere. Governments can implement policies such as carbon taxes to reduce emissions.
This document outlines an argumentative presentation on the bad impacts of using gadgets on the human body. It begins with introducing gadgets and their definitions. The thesis is that gadgets like computers, phones, tablets, and game consoles have negative health impacts. Several reasons are provided with evidence, such as eye strain, hearing damage, repetitive stress injuries, obesity, and insomnia. Opposing ideas note some benefits but the conclusion agrees that gadgets can negatively influence health.
Adult Learner Success Series: Meeting the Programming Needs of Adult LearnersDebra Mynar
This document discusses programming and services for adult learners at Penn State Lehigh Valley. It provides an overview of the campus and adult learner population. It also summarizes several adult development theories and how they relate to different programming topics. The document outlines the goals and activities of the Adult Learner Success Series program, including events held, survey results, and suggestions for improvements based on group discussion.
Integrating technology in to adult educationNell Eckersley
This document discusses integrating technology into adult education. It begins by introducing the presenter and agenda. The presenter then discusses why technology is important for instruction and learning in adult education, including supporting 21st century skills and real-world experiences. Approaches to technology integration are presented, including the POST method. A variety of tools for technology integration are also presented, including internet resources, software skills tutorials, and examples of tools like Google Drive and Evernote. Keyboarding and computer skills are discussed as important for assessments like the GED.
This document discusses the differences between pedagogy and andragogy in adult education. Pedagogy refers to teaching children while andragogy refers to teaching adults. Some key differences highlighted include that andragogy views learners as self-directed rather than dependent, sees learners' experiences as an important learning resource, and orients learning around life application rather than standardized curricula. The document also notes challenges for adult learners like family and work responsibilities and discusses principles for effective adult learning like involving learners in the planning process and creating a respectful learning climate.
This document discusses reliability and validity in research in adult education. It defines reliability as consistency and repeatability of findings, and validity as how accurately a study measures its intended concept. In quantitative research, reliability concerns replicable results, while in qualitative research credibility and dependability are key. The document also provides ways to improve reliability and validity, such as gathering long-term data, member checks, peer examination, audit trails, and triangulation. Overall, reliability and validity are important for establishing trustworthy findings that can be applied and generalized.
This document discusses adult learning and how adult learners learn best. It defines adult learners as typically ages 25 and older who bring life experiences and established beliefs to learning. Adult learning theory suggests adults learn best in problem-based and collaborative environments. Characteristics of adult learners are that they are self-directed, goal-oriented, and want learning to be relevant. Adult learners learn best when their experiences are valued, learning is active and fills immediate needs, and when new material relates to their existing knowledge.
ReadySetPresent (Adult Learning PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Whoever adults are, they should be taught by methods which acknowledge and respect the fact that they are adults rather than children. Adults need to be involved in the planning and evaluation of their instruction, their experiences provide the basis for learning activities, and they are most interested in learning subjects that have immediate relevance to their job or personal life.
Final report “Transition from VET TO WORK in Latvia” (available above) reflects a short summary of each issue raised during the discussions, proposals and recommendations, and illustrates a number of good practices which also arouse inspiration for further cooperation and development.
This document discusses post-secondary vocational education and training (VET) programs across OECD countries. It outlines the variety of VET program models, governance structures, and funding approaches used. It also examines common policy challenges in ensuring VET programs meet labor market needs, manage costs, improve quality, and increase completion rates. The OECD's "Skills Beyond School" project aims to address these issues through country reviews, reports, and developing comparative data on VET outcomes.
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
Scotland's Curriculum for Excellence: Into the futureEduSkills OECD
Scotland (United Kingdom) pioneered the approach to 21st-century curricula when it first conceived its Curriculum for Excellence (CfE). Rolled out in schools since 2010, CfE aims to provide students with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools in order to understand the design and development of school curricula since 2015, aiming to uncover valuable lessons for other education systems and their own curriculum policies.
The document discusses the European Agenda for Adult Learning and its priorities such as making lifelong learning a reality, improving the quality of education, promoting social equity, and enhancing creativity. It outlines NIACE's role as the UK's national coordinator in linking adult learning to social and economic policy, raising awareness of its value, and increasing participation of low-skilled adults. The program of work includes measuring the economic and social impact of adult learning, impact forums, linking surveys, developing a citizen's curriculum, and enhancing digital skills.
Predstavitev izobraževanja odraslih v Makedoniji, Konstantin Hristovski, Konf...AndragoskiCenterSlovenije
Konferenca GM 2015 Ljubljana
Gradimo mostove v izobraževanju odraslih 2015
Gradimo mostove u obrazovanju odraslih 2015
---
Predstavitev izobraževanja odraslih v Makedoniji
- Konstantin Hristovski, Centar za obrazovanje odraslih
- mag. Branko Aleksovski, Centar strućnog obrazovanja i obuke
- dr. Zoran Velkovski, Univerzitet SV. Kiril i Metodij, Filozofski fakultet Skopje
---
http://pro.acs.si/gm2015
A presentation from Flore-Anne Messy, Principal Administrator, Financial Education and Consumer Protection Unit OECD Financial Affairs Division. Presented during “The Partnering to Turn Financial Literacy into Action” Toronto FCAC & OECD conference on May 27-28, 2011.
Erasmus+ is a European Union program with a budget of 14.7 billion euros over seven years that funds education, training, youth, and sport projects across Europe. The program is managed through both centralized and decentralized activities. In the UK, the Erasmus+ program is managed by a partnership between the British Council and Ecorys UK. Key activities include mobility programs for students, staff, and youth workers to study and work abroad as well as strategic partnerships between organizations to collaborate on projects.
This PowerPoint was presented at the AVA expert seminar to explain the context of the AVA analysis and list the European Commission's main priorities both on adult education and on validation.
Track 11 - Project presentations
Authors: Anabela Mesquita, Paula Peres and Luciana Oliveira
https://www.youtube.com/watch?v=AkopNc4jG8E&index=2&list=PLboNOuyyzZ867BwkvLFh1dw-Unlut9Uhe
The document discusses curriculum reform in Finland. It outlines plans to reform the entire general education system from 2012-2017 by revising objectives, lesson hours, and national and local curricula. The reform aims to better prepare students with the skills needed for society and working life, such as problem solving, multidisciplinary thinking, and cultural competence. It emphasizes making schools learning communities that develop students' broad-based competencies through varied teaching methods and a focus on well-being, participation, and sustainable development. Public feedback will be gathered throughout the reform process.
Oecd norway competence development model final event 9 2020Beatriz Pont
The OECD has engaged with Norway to support the implementation of the competence development model for schools. It is focused on strengthening schools professional learning in partnerships with universities. This powerpoint presents the findings from the OECD report that assesses progress made in the implementation of the model and proposes actions for the model to reach its objectives.
An overview of EFA in Kenya from the perspective of UNESCO at the IAU Workshop on higher education for EFA, in Nairobi, Kenya.
Presented by Yayoi Segi-Vltchek, UNESCO
The document discusses the DI4ALL project which aims to promote digital inclusion and tackle disinformation through education. It seeks to improve the key competencies of students and teachers' skills for digital inclusion. It lists the target groups, activities, and priority areas of the Erasmus+ program that funds the project. It also discusses considerations for ensuring quality in digital education, such as flexible learning, student engagement, learning outcomes assessment, and recognition of courses. Ensuring inclusion, equity, ethics and other factors are important for quality.
An introduction of the International Association of Universities (IAU) capacity building workshop on higher education for Education for all (HEEFA), its objectives and expected results. The IAU HEEFA Workshops aim to raise awareness of the contribution of higher education in achieving EFA goals and to develop ways to strengthen higher education engagement in EFA locally.
Presented by Isabelle Turmaine, IAU at HEEFA Workshop, New Delhi, India 20-21 February 2014
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Liberal Approach to the Study of Indian Politics.pdf
Adult learning
1. Adult Learning Policy
Achievements (2007-2010) and
future perspectives
17 November 2011
Martina Ní Cheallaigh
DG EAC: Adult Education and Grundtvig
1
2. Action Plan on Adult Learning
Main aim: increase participation
• Benchmark 12.5% of 25-64 year by 2010
• E&T 2020 raised benchmark to 15%
• Focus: those who are disadvantaged because
of their low literacy levels, inadequate work
skills and /or skills for successful integration
into society
2
3. Effects of national E&T reforms
on adult learning
• LLL strategies: Integrated approach, involving
multiple stakeholders
• European tools and their emphasis on learning
outcomes
– EQF/NQFs
– Key competences
• Modernisation of schools - AL compensatory -
literacy, second chance also for ELS
• VET and HE
3
4. Improve the quality of adult education
provision
• QA underpins transparency and mobility
• 10 years developing in HE and VET
• EQAVET applicable to CVT, hence adult ed.
• Small providers wary of over-zealous control
• Improved information & better understanding
of staff competences and training needs
• Grundtvig in-service training and exchanges
4
5. Increasing the possibility for adults to
go “one step up”
• Most work & progress done on this priority
• Concentration on disadvantaged groups
• Inventory of good practice in 33 countries
• Guidelines promoting what works: multiple
actors, learner centred, embedding, zigzag
route - cycle of guidance, quality staff,
assessment
• Literacy & numeracy foundation skills for
other key competences and job skills
5
6. Speeding up the process of assessing &
recognising non-formal and informal learning
• EU Guidelines to encourage implementation 2009
• Updating European Inventory 2010
– Impact of NQF development, developments in voluntary
sector, applied to the AL profession, low uptake
• Not a stand alone solution but does work for
disadvantaged groups
• Acceptance requires a new culture of learning – may
come with job/career transitions
• Supported by Adult Education Survey evidence
6
7. Improved monitoring of the adult
learning sector
• Adult Education Survey a step forward at EU level
• Countries conscious of the need but cost of action a problem
• Monitoring at national level necessary for virtuous chain: data
collection, evaluation and impact assessment, feedback to
reforms
• Data on financing sources and spending urgent
• Core terminology in 28 languages
• Core data proposal: adult skills, participation in adult learning,
professional development of teachers and financing of adult
learning
• Great expectations from PIAAC
7
8. Staff Working Document: Overall
assessment and impact on the sector
• Structured EU level cooperation on adult
learning established
• Requirements for an efficient adult learning
sector defined, but work is in its infancy
• Action Plan as a useful reference for staying
on track vis-à-vis other Member States,
defining national strategies, reforms, etc.
• PLAs, workshops, regional meetings and good
practices generated highly appreciated
8
9. Reasons to continue
• Countries find it helpful to have a common reference with
milestones for cooperation and exchange
• Give a vision for adult learning by 2020
• Europe 2020 – contribution to economic recovery, sustainable
and inclusive growth
– Agenda for new skills and jobs
– Platform against poverty
– Innovation Union
– Headline targets – early school leavers, tertiary education
• Place in the context E&T 2020 and propose working methods
for EU cooperation on adult learning, 2012-2014
9
10. Council Resolution on a European
Agenda for Adult Learning
ET 2020 strategic objectives:
• Lifelong learning and learning mobility
• Improve the quality and efficiency of provision and
outcomes
• Promote equity, social cohesion
and active citizenship
• Enhance innovation and creativity including
entrepreneurship
Improving the knowledge base and monitoring
10
11. What will be the new elements?
• Raising awareness among adults about skills
• Learning later in life to promote active, autonomous
and healthy ageing
• Developing new skills necessary for active
participation in modern society;
• Fostering solidarity between different age groups,
between cultures and people of all backgrounds
• Greater openness in higher education to adults and
the community at large
• Designation of national coordinators
11
12. Broader policy context
• EU2020 – Moment of transformation
– dilemma of c. 80 million low skilled versus demand for digital and
higher job-specific skills; poverty; innovation
• 15% LLL Benchmark – downward trend since 2005
• Outcomes of Action Plan point towards prioritising
disadvantaged and low qualified
• Future agenda for Adult Learning will take up this message
in Council Resolution, November 2011
• High Level Group on Literacy, report in summer 2012
• Recommendation on Early School Leaving, June 2011
• Work in progress on validation, skills passport
• PIAAC results 2013 will give many countries a clearer
understanding of the extent of the problem nationally
12
Editor's Notes
Highly skilled people participate 6 times more Adult Education Survey (1 year): similar findings Achieving 12.5% = 4 million more adult learners! Matthew effect 1’ - volume & distribution - a ‘double-edged sword’? • Adults with high level of education are > 6 times > likely to participate than low skilled – 3 times > likely to participate if have at least upper secondary level • Age - persons aged 55-64 participate 4 times less (4.6%) than persons aged 25- 34 years (15.5%) Focus therefore on those who are disadvantaged because of their: Low literacy skills Inadequate work skills Insufficient skills for successful integration into society
Communications highlight the importance of adult learning as a key component of lifelong learning and call on Member States to remove barriers to participation, to increase overall quality and efficiency in adult learning, to speed up the process of validation and recognition and to ensure sufficient investment in and monitoring of the field. increasingly VET related upskilling, mature students
If half your small is voluntary, you can‘t impose training or qualifications on them Also heavy burden of acquiring accreditation may weigh on such institutions
But still have little impact on statistics – overall 9.5% 80 million low skilled, 7 million early school leavers, prosoners, army and museums, local community – less emphasis on migrants, older adults(workers), Qualifications, part qualifications should be offered. NQFs offering entry levels One step up for all in much wider context of social and economic change
Draw back: only every five years, also limited to 64, older optional, question on validation optional. In a number of fields in adult learning, sufficient baseline data have not yet been gathered and in these fields the lack of clarity in definitions and terminology is particularly apparent. As part of the study, representatives from 17 countries responding to the online survey to assess the quality of national learning data illustrate the problem. Their evidence supports the choice of a limited number of four core data fields : adult skills, participation in adult learning, professional development of teachers and financing of adult learning. A set of indictors that might be developed to accompany these data are suggested. It identifies fields in which Member States could prioritise the collection of comparable data to enable indicators to be developed in the mid- to long term. The study considers that the European Union is not yet at the stage when it is possible to propose a coherent set of indicators, based on comparable data, which can cover the whole of the adult learning system.