This document discusses dilemmas in teaching primary literacy in a second language to adults. It argues that oral skills are necessary for developing literacy and that literacy also promotes oral skills. It examines whether language skills are unitary or separate and the prerequisites for learning a language and literacy. These include phonological awareness, memory, and visual skills. Practice is important for developing literacy skills but oral skills should come first. Adults face different challenges than children in developing literacy. New tools like DigLin and EU-Speak 2 aim to support a balanced focus on oral skills and literacy development.
This document discusses initial assessment procedures for adult literacy learners in Finland. It provides details on the Finnish language, including its large vowel system, distinction between long and short sounds, compound words, stress patterns, and declension endings. For literacy learners whose native language differs greatly from Finnish, learning sound-letter correspondence can be difficult. The assessment procedure for literacy courses in Finland's capital region includes an interview, reading and dictation tasks, and classroom assessment exercises over 30 minutes each. Group work questions address assessment practices, course placement criteria, how students find classes, class heterogeneity, who benefits from literacy training, and how much is needed to study or function in society.
The document describes the assessment process for placing adult migrants in literacy training courses in Finland. The assessment aims to determine the best study path for each applicant through a holistic approach. It involves an interview to gather information about an applicant's background, skills, and motivation. It also includes tasks to evaluate an applicant's oral Finnish skills, writing skills, numeracy, letter recognition, and reading comprehension. The results of the assessment provide a recommendation for the appropriate type of literacy training, which is then provided to employment offices to help integrate applicants through language courses.
This document discusses dilemmas in teaching primary literacy in a second language to adults. It argues that oral skills are necessary for developing literacy and that literacy also promotes oral skills. It examines whether language skills are unitary or separate and the prerequisites for learning a language and literacy. These include phonological awareness, memory, and visual skills. Practice is important for developing literacy skills but oral skills should come first. Adults face different challenges than children in developing literacy. New tools like DigLin and EU-Speak 2 aim to support a balanced focus on oral skills and literacy development.
This document discusses initial assessment procedures for adult literacy learners in Finland. It provides details on the Finnish language, including its large vowel system, distinction between long and short sounds, compound words, stress patterns, and declension endings. For literacy learners whose native language differs greatly from Finnish, learning sound-letter correspondence can be difficult. The assessment procedure for literacy courses in Finland's capital region includes an interview, reading and dictation tasks, and classroom assessment exercises over 30 minutes each. Group work questions address assessment practices, course placement criteria, how students find classes, class heterogeneity, who benefits from literacy training, and how much is needed to study or function in society.
The document describes the assessment process for placing adult migrants in literacy training courses in Finland. The assessment aims to determine the best study path for each applicant through a holistic approach. It involves an interview to gather information about an applicant's background, skills, and motivation. It also includes tasks to evaluate an applicant's oral Finnish skills, writing skills, numeracy, letter recognition, and reading comprehension. The results of the assessment provide a recommendation for the appropriate type of literacy training, which is then provided to employment offices to help integrate applicants through language courses.
Nordisk nettverk for voksnes læring (NVL) arrangerer årlige møter med de i Norden som har ansvar for EU Agenda’en. Møtene arrangeres av det land som har ansvar for formannskapet for Nordisk ministerråd (NMR).
Nordisk nettverk for voksnes læring (NVL) arrangerer årlige møter med de i Norden som har ansvar for EU Agenda’en. Møtene arrangeres av det land som har ansvar for formannskapet for Nordisk ministerråd (NMR).
Nordisk nettverk for voksnes læring (NVL) arrangerer årlige møter med de i Norden som har ansvar for EU Agenda’en. Møtene arrangeres av det land som har ansvar for formannskapet for Nordisk ministerråd (NMR).
Nordisk nettverk for voksnes læring (NVL) arrangerer årlige møter med de i Norden som har ansvar for EU Agenda’en. Møtene arrangeres av det land som har ansvar for formannskapet for Nordisk ministerråd (NMR).
Nordisk nettverk for voksnes læring (NVL) arrangerer årlige møter med de i Norden som har ansvar for EU Agenda’en. Møtene arrangeres av det land som har ansvar for formannskapet for Nordisk ministerråd (NMR).
Nordisk nettverk for voksnes læring (NVL) arrangerer årlige møter med de i Norden som har ansvar for EU Agenda’en. Møtene arrangeres av det land som har ansvar for formannskapet for Nordisk ministerråd (NMR).
Karriereveiledning.no er et offentlig tilbud til den norske befolkningen hvor alle innbyggerne kan få gratis karriereveiledning via chat eller telefon. Etter åtte måneder i drift ønsker de å dele deres erfaringer.
The document discusses the importance of democracy in education. It contains the title of an article on how networks work towards global goals and Vision 2030. Additionally, it questions if democracy should ever be taken for granted and references a piece on constructing stronger democracy in schools and education written by Matti Rautiainen. Contact information is provided for Henrika Nordin.
This document discusses strengthening democracy in schools and education. It envisions what a truly democratic culture in education might look like in practice. As an example, it describes a proposed system where individuals could use a computer to connect with others interested in discussing the same books, films, or other works, allowing people to arrange meetings based solely on shared intellectual interests. The document argues this "radically simple" approach allows people to connect based just on a mutual desire for discussion, leaving the initiative to meet up to individuals. It acknowledges some objections to this "skeletal purity" but says addressing them highlights resistance to separating learning from social control as well as opportunities to use existing resources differently for learning. The document spans considerations of democracy as a way of
Præsentation af og introduktion til e-læringsværktøjer udviklet af Kompetanse Norge. Herunder værktøjerne regnecheck, regnetest og e-læring i regning. Disse vil være knyttet til Kompetanse Norges definition af regning og læringsmål for voksne. Med Tanja Aas, seniorrådgiver, Kompetense Norge.
Professor Gilly Salmon, CEO & Principal Consultant at Education Alchemists Ltd.
Now and next: Adult education and training in a post-pandemic world. How we can grasp the disruption and turn it into a sustainable and valuable way forward.
This document discusses developing high quality online and blended learning courses for professionals. It outlines the EU's School Education Gateway program which provides extensive online teacher professional development. Effective online teacher PD incorporates reflection, authentic tasks, and communities of practice. The Conversational Framework models the learning process through different types of interactions. The Learning Designer tool allows teachers to design blended learning activities based on this framework and share their designs. The Blended and Online Learning Design MOOC will use these approaches to collaboratively build knowledge around online course design.
The Nordic action plan for 2021-2024 focuses on supporting a green and inclusive transition through developing skills to match demands, promoting innovation and cross-sectoral cooperation, and ensuring an interconnected region. It also aims to bridge digital divides and involve the entire population. The plan calls for ambitious learning participation objectives and action to meet the EU target of 70% of 16-65 year olds having basic digital skills by 2025. It emphasizes the role of adult educators, workplace learning, and experience sharing.
The document discusses sustainable career guidance and green guidance. It argues that career guidance can help address people's discouragement about the sustainability crisis by instilling hope and showing the careers needed to solve problems. It promotes an approach of living "with" the world, not "of" it, and providing guidance aligned with sustainability. Examples are given of career guidance activities that explore sustainable careers and how various careers contribute to sustainability goals.
This document outlines goals and questions for the Nordic Network for Sustainable Development. The network aims to bring people together through critical reflection to transform sustainability by sharing ideas and engaging others. It encourages meeting regularly to support sustainable solutions and contributing to local communities while staying self-critical. Contact information is provided for Henrika Nordin to learn more.
Norway has implemented SDG target 4.7 of acquiring skills for sustainable development and global citizenship by mainstreaming these concepts across its entire education system. Three topics - sustainable development, democracy/citizenship, and health - have been integrated as core subjects and cross-curricular themes from kindergarten through secondary school. While progress has been made in formal education, more work is still needed in higher education and teacher training. The strategy involved advocacy from civil society, dialogue across sectors, and respectful discussion of how to reform curricula, policies and learning resources to address the most important issues facing current and future generations from a holistic, interconnected perspective.
Nordisk nettverk for voksnes læring (NVL) arrangerer årlige møter med de i Norden som har ansvar for EU Agenda’en. Møtene arrangeres av det land som har ansvar for formannskapet for Nordisk ministerråd (NMR).
Nordisk nettverk for voksnes læring (NVL) arrangerer årlige møter med de i Norden som har ansvar for EU Agenda’en. Møtene arrangeres av det land som har ansvar for formannskapet for Nordisk ministerråd (NMR).
Nordisk nettverk for voksnes læring (NVL) arrangerer årlige møter med de i Norden som har ansvar for EU Agenda’en. Møtene arrangeres av det land som har ansvar for formannskapet for Nordisk ministerråd (NMR).
Nordisk nettverk for voksnes læring (NVL) arrangerer årlige møter med de i Norden som har ansvar for EU Agenda’en. Møtene arrangeres av det land som har ansvar for formannskapet for Nordisk ministerråd (NMR).
Nordisk nettverk for voksnes læring (NVL) arrangerer årlige møter med de i Norden som har ansvar for EU Agenda’en. Møtene arrangeres av det land som har ansvar for formannskapet for Nordisk ministerråd (NMR).
Nordisk nettverk for voksnes læring (NVL) arrangerer årlige møter med de i Norden som har ansvar for EU Agenda’en. Møtene arrangeres av det land som har ansvar for formannskapet for Nordisk ministerråd (NMR).
Karriereveiledning.no er et offentlig tilbud til den norske befolkningen hvor alle innbyggerne kan få gratis karriereveiledning via chat eller telefon. Etter åtte måneder i drift ønsker de å dele deres erfaringer.
The document discusses the importance of democracy in education. It contains the title of an article on how networks work towards global goals and Vision 2030. Additionally, it questions if democracy should ever be taken for granted and references a piece on constructing stronger democracy in schools and education written by Matti Rautiainen. Contact information is provided for Henrika Nordin.
This document discusses strengthening democracy in schools and education. It envisions what a truly democratic culture in education might look like in practice. As an example, it describes a proposed system where individuals could use a computer to connect with others interested in discussing the same books, films, or other works, allowing people to arrange meetings based solely on shared intellectual interests. The document argues this "radically simple" approach allows people to connect based just on a mutual desire for discussion, leaving the initiative to meet up to individuals. It acknowledges some objections to this "skeletal purity" but says addressing them highlights resistance to separating learning from social control as well as opportunities to use existing resources differently for learning. The document spans considerations of democracy as a way of
Præsentation af og introduktion til e-læringsværktøjer udviklet af Kompetanse Norge. Herunder værktøjerne regnecheck, regnetest og e-læring i regning. Disse vil være knyttet til Kompetanse Norges definition af regning og læringsmål for voksne. Med Tanja Aas, seniorrådgiver, Kompetense Norge.
Professor Gilly Salmon, CEO & Principal Consultant at Education Alchemists Ltd.
Now and next: Adult education and training in a post-pandemic world. How we can grasp the disruption and turn it into a sustainable and valuable way forward.
This document discusses developing high quality online and blended learning courses for professionals. It outlines the EU's School Education Gateway program which provides extensive online teacher professional development. Effective online teacher PD incorporates reflection, authentic tasks, and communities of practice. The Conversational Framework models the learning process through different types of interactions. The Learning Designer tool allows teachers to design blended learning activities based on this framework and share their designs. The Blended and Online Learning Design MOOC will use these approaches to collaboratively build knowledge around online course design.
The Nordic action plan for 2021-2024 focuses on supporting a green and inclusive transition through developing skills to match demands, promoting innovation and cross-sectoral cooperation, and ensuring an interconnected region. It also aims to bridge digital divides and involve the entire population. The plan calls for ambitious learning participation objectives and action to meet the EU target of 70% of 16-65 year olds having basic digital skills by 2025. It emphasizes the role of adult educators, workplace learning, and experience sharing.
The document discusses sustainable career guidance and green guidance. It argues that career guidance can help address people's discouragement about the sustainability crisis by instilling hope and showing the careers needed to solve problems. It promotes an approach of living "with" the world, not "of" it, and providing guidance aligned with sustainability. Examples are given of career guidance activities that explore sustainable careers and how various careers contribute to sustainability goals.
This document outlines goals and questions for the Nordic Network for Sustainable Development. The network aims to bring people together through critical reflection to transform sustainability by sharing ideas and engaging others. It encourages meeting regularly to support sustainable solutions and contributing to local communities while staying self-critical. Contact information is provided for Henrika Nordin to learn more.
Norway has implemented SDG target 4.7 of acquiring skills for sustainable development and global citizenship by mainstreaming these concepts across its entire education system. Three topics - sustainable development, democracy/citizenship, and health - have been integrated as core subjects and cross-curricular themes from kindergarten through secondary school. While progress has been made in formal education, more work is still needed in higher education and teacher training. The strategy involved advocacy from civil society, dialogue across sectors, and respectful discussion of how to reform curricula, policies and learning resources to address the most important issues facing current and future generations from a holistic, interconnected perspective.
1. En utställning om Afrika.
Nyanlända elever som studerar svenska på
Center för språkintroduktion
Lindholmen, Göteborg
De skriver om språk och kultur i Somalia
och Gambia.
3. TEMAARBETE
OM
AFRIKAS
HORN
Center
för
språkintrodukNon
Lindholmen
• Här
är
några
somaliska
tjejer
som
ville
bli
fotograferade
i
sina
vackra
sjalar.
4. De
ville
beräUa
om
sjalens
betydelse.
Vi
sammanfaUade
en
text
om
deUa
Nllsammans
med
studiehandledaren.
De
flesta
somaliska
tjejer
och
kvinnor
bär
sjal.
En
kvinna
har
kanske
20
olika
sjalar.
OYast
byter
man
sjalar
med
sin
syster
eller
mamma.
Det
är
vikNgt
aU
färger
och
mönster
passar
Nll
de
kläder
man
har.
Det
finns
speciellt
vackra
och
dyra
sjalar
som
man
använder
Nll
fest
eller
bröllop.
De
kan
kosta
mellan
50-‐1000
kronor.
När
man
är
hemma
har
man
inte
sjal
på
sig
,
bara
om
det
kommer
gäster.
5. Föremål
från
Somalia.
Dabqaad-‐i
denna
lägger
man
i
glödande
kol
och
sedan
lägger
man
i
pulver
för
aU
sprida
väldoY.
6. Dhil
och
prydnadsföremål
Dhil-‐
i
denna
mjölkar
man
ko
get
och
dromedar.
Mjölken
håller
sig
längre!
Somaliska
prydnadsföremål
med
plast
>ädrar
och
pärlor
som
de
själva
@llverkar.
7. Här
står
de
somaliska
föremålen
i
en
glasmonter
på
Älvstrandens
bibliotek.
8. Bananodling
I
Somalia
odlas
det
mycket
bananer
och
de
exporterar
bananer
Nll
många
andra
länder.
Jag
tycker
mycket
om
bananer.
Mamma
lagar
mat
och
serverar
bananer
Nll.
Det
är
goU
Nllsammans
med
ris.
10. Moskéer
De
här
moskéerna
har
Mohamed
och
FaNma
gjort
Nllsammans
med
sina
lärare
i
bild
och
i
svenska.
11. Nene
i
klassen
kommer
från
Västafrika.
Här
är
en
bild
från
huvudstaden
Banjul
i
Gambia.
12. Här
är
en
moské
som
Nene
från
Gambia
har
målat.
13. Kulturfesten
på
skolan.
Här
har
jag
en
klänning
som
en
skräddare
har
syU
i
Banjul.
Många
kvinnor
i
Västafrika
har
den
här
typen
av
klänning
både
Nll
vardags
och
fest.
14. Tradi@onella
somaliska
danskläder.
Det
här
är
somaliska
dansare.
Både
kvinnorna
och
männen
har
tradiNonella
kläder.
De
dansar
Nll
somalisk
musik.
”Jag
älskar
aU
dansa.
Allt
som
är
tråkigt
blir
roligare
om
man
dansar.
Jag
dansar
tex
när
jag
viker
tväU”,
säger
Sarah
Warsame
.
15. Här
är
Afrikakartor
som
eleverna
gjort
i
eU
program
på
datorn
som
heter
Tagxedo.
16. Sambus
Vi
ser
en
flicka
i
hennes
kök
.
Hon
lagar
mat:
Sambus
(friterade
knyten
med
köU
eller
grönsaker
i)
Jag
lagar
samma
mat
här
i
Sverige
men
det
blir
inte
rikNgt
samma
smaker
och
doYer
här.
I
Somalia
lagar
man
oYa
mat
utomhus
och
när
jag
promenerade
där
njöt
jag
allNd
av
många
goda
doYer.