With the hot topic of ICT-enabled innovations for learning, the Learning at Home and in the Hospital - LeHo project will be kicked-off in January 2014.
The document summarizes the key policies and initiatives around ICT for education in Europe outlined in the EU2020 strategy. It discusses three priorities of inclusive, smart, and sustainable growth. It outlines seven flagship initiatives including the Digital Agenda for Europe which has seven action areas, one being digital literacy, skills, and inclusion. The document then provides details on goals and actions around developing digital skills for citizens, identifying competencies, ensuring accessibility, and promoting ICT education and training.
LOGIC - European perspective, lifelong learning strategiesLLL Platform
LOGIC is about implementing the lifelong learning concept in Southern Neighbouring Area: Responding to the changing needs of dynamic economies, TEMPUS. Presentation made by Audrey Frith, to give the European perspective on lifelong learning at the kick off meeting, 10 March 2014. More on: http://www.project-logic.eu/
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.
1) The document discusses whether open education is truly inclusive for all learners, especially those with disabilities, who represent 15% of the world's population.
2) The International Association of Universities partnered on a project to develop guidelines to help education content producers create accessible information from the start for learners with disabilities.
3) The guidelines were created through an international collaboration, trialled by universities, and are available online under open licensing to promote more inclusive and accessible open education information going forward.
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.
Policy imperatives driving open educational resources (in universities in the...Paul Bacsich
This document discusses policy imperatives driving open educational resources (OER). It provides context on the growth of the OER movement over 10 years but lack of uptake. The POERUP project aims to stimulate OER uptake through policy by building on previous initiatives and producing country reports and case studies. It discusses the policy pyramid in Europe from UNESCO declarations to institutional policies. Key areas addressed include enabling environments, strategies and policies, open licensing, capacity building, partnerships, languages/cultures, research, and finding/sharing resources. The presentation argues for considering evidence and existing policies to develop feasible national and regional OER policies.
With the hot topic of ICT-enabled innovations for learning, the Learning at Home and in the Hospital - LeHo project will be kicked-off in January 2014.
The document summarizes the key policies and initiatives around ICT for education in Europe outlined in the EU2020 strategy. It discusses three priorities of inclusive, smart, and sustainable growth. It outlines seven flagship initiatives including the Digital Agenda for Europe which has seven action areas, one being digital literacy, skills, and inclusion. The document then provides details on goals and actions around developing digital skills for citizens, identifying competencies, ensuring accessibility, and promoting ICT education and training.
LOGIC - European perspective, lifelong learning strategiesLLL Platform
LOGIC is about implementing the lifelong learning concept in Southern Neighbouring Area: Responding to the changing needs of dynamic economies, TEMPUS. Presentation made by Audrey Frith, to give the European perspective on lifelong learning at the kick off meeting, 10 March 2014. More on: http://www.project-logic.eu/
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.
1) The document discusses whether open education is truly inclusive for all learners, especially those with disabilities, who represent 15% of the world's population.
2) The International Association of Universities partnered on a project to develop guidelines to help education content producers create accessible information from the start for learners with disabilities.
3) The guidelines were created through an international collaboration, trialled by universities, and are available online under open licensing to promote more inclusive and accessible open education information going forward.
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.
Policy imperatives driving open educational resources (in universities in the...Paul Bacsich
This document discusses policy imperatives driving open educational resources (OER). It provides context on the growth of the OER movement over 10 years but lack of uptake. The POERUP project aims to stimulate OER uptake through policy by building on previous initiatives and producing country reports and case studies. It discusses the policy pyramid in Europe from UNESCO declarations to institutional policies. Key areas addressed include enabling environments, strategies and policies, open licensing, capacity building, partnerships, languages/cultures, research, and finding/sharing resources. The presentation argues for considering evidence and existing policies to develop feasible national and regional OER policies.
Soete, luc & wubbolts, marcel work-based learning and wider university ...newsroom-euvz
The document discusses work-based learning and university-employer interaction. It describes a joint presentation from Luc Soete from the university side focusing on work-based learning and employability, and Marcel Wubbolts from the employer side on the Brightlands Chemelot Campus. The campus is a public-private partnership that connects university competencies in life sciences and materials sciences with industry to create sustainable solutions through collaboration, expertise, education, and entrepreneurship. It facilitates work-based learning and a strong interaction between universities and employers.
What’s in it for education, training, youth and sport?Pogled kroz prozor
Erasmus+ is a EU program with a budget of €14.7 billion that combines previous EU programs for education, training, youth, and sport. It aims to support mobility and cooperation across these fields. The program has three main types of activities: learning mobility for individuals, cross-sector partnerships for innovation, and support for policy reform. It seeks to achieve goals like reducing early school leaving, improving vocational skills, and modernizing adult education. Key activities include staff exchanges, student mobility, and strategic partnerships between organizations to develop new practices and share resources.
This presentation was given by Nicoleta Fotiade as part of the MEDEAnet webinar on "Researching Media Literacy in Europe" on 28 November 2013. MEDEAnet aims to promote media-based learning to organisations and practitioners through local training and networking events, online resources and knowledge sharing. MEDEAnet will also exploit best practices of the annual competition MEDEA Awards and extend its existing informal network and support the MEDEA Association, a membership organisation that ensures the sustainability of the MEDEA Awards. More info: http://www.medeanet.eu/
Presentation José Manuel Pérez Tornero & Laura Cervi - MEDEAnet webinar "Res...MEDEA Awards
This presentation was given by José Manuel Pérez Tornero & Laura Cerv as part of the MEDEAnet webinar on "Researching Media Literacy in Europe" on 28 November 2013. MEDEAnet aims to promote media-based learning to organisations and practitioners through local training and networking events, online resources and knowledge sharing. MEDEAnet will also exploit best practices of the annual competition MEDEA Awards and extend its existing informal network and support the MEDEA Association, a membership organisation that ensures the sustainability of the MEDEA Awards. More info: http://www.medeanet.eu/
This document discusses opportunities and challenges for using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. There are four key areas for ICT application: 1) ICT-mediated learning, 2) Internet/intranet access, 3) education management information systems, and 4) distance/lifelong learning support. While ICT provides opportunities to improve and expand education, challenges include lack of infrastructure, resources, and readiness for technological and educational change. Overcoming these challenges could help developing countries better educate their populations and advance socioeconomic development.
Governmental and Institutional strategies to support new ways of teaching and...EADTU
The presentation includes strategies at governmental and institutional level for the uptake of new modes of teaching and learning. It includes recommendations by the EU published Changing Pedagogical Landscape study and the EMPOWER programme by EADTU.
Based on contributions by Jeff Haywood (University of Edinburg, George Ubachs(EADTU) and Piet Henderikx (EADTU).
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
This document discusses the concept of the civic university and its role in society. It begins by outlining the EU context around modernizing higher education to make it more relevant to society. It then discusses how universities are responding to pressures to demonstrate their societal value by engaging more with their local communities through teaching, research, and service. Deeper levels of civic engagement require universities to work more collaboratively with other sectors. The civic university model aims to foster mutually beneficial relationships between universities and their surrounding communities and regions. The document also examines how universities can act as anchor institutions in cities and discusses new models of open and social innovation that involve broader collaboration between universities and citizens.
Haywoood, jeff changing pedagogical landscapesnewsroom-euvz
Despite the shift to student-centred learning and developments and opportunities in technology-enhanced education, the majority of European HEI has made little progress in adapting course offers accordingly.
Richard Tuffs - digital education and smart regionsEADTU
This document discusses the role of digital higher education and smart regions in Europe's recovery from the COVID-19 pandemic. It outlines the European Union's policy responses including the European Green Deal, Digital Compass, Recovery and Resilience Facility, Horizon Europe and Cohesion Policy which aim to drive the green and digital transitions. Universities are seen as playing an important role in regional innovation ecosystems through smart specialisation strategies and entrepreneurial discovery processes. Future ERA Hubs and Digital Innovation Hubs may help strengthen linkages between higher education, research, industry and regional development.
This document summarizes the experiences and lessons learned from 32 projects supported by the International Institute for Communication and Development (IICD) that used information and communication technologies (ICTs) to enhance education over 8 years in 8 countries. Key lessons included the need to focus on training teachers to develop their own teaching materials using ICTs, to train teachers in basic ICT and pedagogical skills, and to support networking among teachers for sharing experiences and materials. The projects contributed to achieving universal primary education and gender equality goals by improving the quality of teaching and learning and providing equal access to education for men and women.
Featured presentation at the OE Global conference of the Open Education Consortium, TU Delft, Netherlands, 25th April 2018. Focus on open education policies
This document discusses several converging trends that will transform the world, including rapid technological development, population growth and aging, climate change, and increased transparency. It argues that these trends could lead to conflicts over natural resources but also new solutions. The mobile internet of things will connect not just people but objects, potentially creating global networks of citizens and information. New tools may empower "prosumers" to direct development in a way that promotes diversity and creative networks. Overall, a new world is emerging through connectivity and new interfaces need to encourage participation from all.
Module 9: Learning from the experience of policy-making Dima course contentMichael Kenny
This 29 slide presentation Learning from the experience of policy-making is Module 9 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
Observing the e-Learning phenomenon: The case of school education. Analysing ...eLearning Papers
Author: Nikitas Kastis.
Over the past 25 years, the school sector has been the promising area for public policies and funding activities, as well as for commercial interests, to increase the availability of ICT in education.
The presentation describes the results of an EU project on Harmonising Approaches to Professional Higher Education in Europe (HAPHE - http://haphe.eurashe.eu).
The document outlines Greece's national strategy for developing digital schools between 2010-2015. It aims to improve digital infrastructure in schools, provide teacher training, develop educational resources, and modernize school administration systems. Specific targets include connecting all schools to broadband internet, increasing the number of computers and interactive whiteboards in schools, training over 100,000 teachers to integrate technology into lessons, and developing an online platform hosting digital textbooks and learning materials. The strategy represents a government commitment to enhancing technology use in education across Greece.
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.
WSIS10 Reporting GESCI: A review of trends, gaps and prioritiesDr Lendy Spires
Over the past 10 years, GESCI has worked to build capacity for ICT integration in education systems in line with WSIS Action Lines C4 and C7. This included providing policy advice, technical assistance, and leadership training. More recently, GESCI has focused on implementing projects like SIPSE in Kenya and Tanzania to improve STEM education and address the shortage of skills in fields like engineering. Going forward, GESCI recommends continuing to build leadership capacity across sectors and developing coherent policies that incorporate trends in ICT, science, and innovation to prepare students and workers for the future.
This document summarizes the key European Union policies and initiatives related to adult learning and lifelong learning. It outlines the policy drivers behind increasing investment in adult education, including an aging population and skills gaps. Major EU policy frameworks like the Lifelong Learning Programme and Education and Training 2020 are described. The document also provides an overview of the Grundtvig programme for adult learning, its objectives, actions, impacts and future directions.
Soete, luc & wubbolts, marcel work-based learning and wider university ...newsroom-euvz
The document discusses work-based learning and university-employer interaction. It describes a joint presentation from Luc Soete from the university side focusing on work-based learning and employability, and Marcel Wubbolts from the employer side on the Brightlands Chemelot Campus. The campus is a public-private partnership that connects university competencies in life sciences and materials sciences with industry to create sustainable solutions through collaboration, expertise, education, and entrepreneurship. It facilitates work-based learning and a strong interaction between universities and employers.
What’s in it for education, training, youth and sport?Pogled kroz prozor
Erasmus+ is a EU program with a budget of €14.7 billion that combines previous EU programs for education, training, youth, and sport. It aims to support mobility and cooperation across these fields. The program has three main types of activities: learning mobility for individuals, cross-sector partnerships for innovation, and support for policy reform. It seeks to achieve goals like reducing early school leaving, improving vocational skills, and modernizing adult education. Key activities include staff exchanges, student mobility, and strategic partnerships between organizations to develop new practices and share resources.
This presentation was given by Nicoleta Fotiade as part of the MEDEAnet webinar on "Researching Media Literacy in Europe" on 28 November 2013. MEDEAnet aims to promote media-based learning to organisations and practitioners through local training and networking events, online resources and knowledge sharing. MEDEAnet will also exploit best practices of the annual competition MEDEA Awards and extend its existing informal network and support the MEDEA Association, a membership organisation that ensures the sustainability of the MEDEA Awards. More info: http://www.medeanet.eu/
Presentation José Manuel Pérez Tornero & Laura Cervi - MEDEAnet webinar "Res...MEDEA Awards
This presentation was given by José Manuel Pérez Tornero & Laura Cerv as part of the MEDEAnet webinar on "Researching Media Literacy in Europe" on 28 November 2013. MEDEAnet aims to promote media-based learning to organisations and practitioners through local training and networking events, online resources and knowledge sharing. MEDEAnet will also exploit best practices of the annual competition MEDEA Awards and extend its existing informal network and support the MEDEA Association, a membership organisation that ensures the sustainability of the MEDEA Awards. More info: http://www.medeanet.eu/
This document discusses opportunities and challenges for using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. There are four key areas for ICT application: 1) ICT-mediated learning, 2) Internet/intranet access, 3) education management information systems, and 4) distance/lifelong learning support. While ICT provides opportunities to improve and expand education, challenges include lack of infrastructure, resources, and readiness for technological and educational change. Overcoming these challenges could help developing countries better educate their populations and advance socioeconomic development.
Governmental and Institutional strategies to support new ways of teaching and...EADTU
The presentation includes strategies at governmental and institutional level for the uptake of new modes of teaching and learning. It includes recommendations by the EU published Changing Pedagogical Landscape study and the EMPOWER programme by EADTU.
Based on contributions by Jeff Haywood (University of Edinburg, George Ubachs(EADTU) and Piet Henderikx (EADTU).
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
This document discusses the concept of the civic university and its role in society. It begins by outlining the EU context around modernizing higher education to make it more relevant to society. It then discusses how universities are responding to pressures to demonstrate their societal value by engaging more with their local communities through teaching, research, and service. Deeper levels of civic engagement require universities to work more collaboratively with other sectors. The civic university model aims to foster mutually beneficial relationships between universities and their surrounding communities and regions. The document also examines how universities can act as anchor institutions in cities and discusses new models of open and social innovation that involve broader collaboration between universities and citizens.
Haywoood, jeff changing pedagogical landscapesnewsroom-euvz
Despite the shift to student-centred learning and developments and opportunities in technology-enhanced education, the majority of European HEI has made little progress in adapting course offers accordingly.
Richard Tuffs - digital education and smart regionsEADTU
This document discusses the role of digital higher education and smart regions in Europe's recovery from the COVID-19 pandemic. It outlines the European Union's policy responses including the European Green Deal, Digital Compass, Recovery and Resilience Facility, Horizon Europe and Cohesion Policy which aim to drive the green and digital transitions. Universities are seen as playing an important role in regional innovation ecosystems through smart specialisation strategies and entrepreneurial discovery processes. Future ERA Hubs and Digital Innovation Hubs may help strengthen linkages between higher education, research, industry and regional development.
This document summarizes the experiences and lessons learned from 32 projects supported by the International Institute for Communication and Development (IICD) that used information and communication technologies (ICTs) to enhance education over 8 years in 8 countries. Key lessons included the need to focus on training teachers to develop their own teaching materials using ICTs, to train teachers in basic ICT and pedagogical skills, and to support networking among teachers for sharing experiences and materials. The projects contributed to achieving universal primary education and gender equality goals by improving the quality of teaching and learning and providing equal access to education for men and women.
Featured presentation at the OE Global conference of the Open Education Consortium, TU Delft, Netherlands, 25th April 2018. Focus on open education policies
This document discusses several converging trends that will transform the world, including rapid technological development, population growth and aging, climate change, and increased transparency. It argues that these trends could lead to conflicts over natural resources but also new solutions. The mobile internet of things will connect not just people but objects, potentially creating global networks of citizens and information. New tools may empower "prosumers" to direct development in a way that promotes diversity and creative networks. Overall, a new world is emerging through connectivity and new interfaces need to encourage participation from all.
Module 9: Learning from the experience of policy-making Dima course contentMichael Kenny
This 29 slide presentation Learning from the experience of policy-making is Module 9 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
Observing the e-Learning phenomenon: The case of school education. Analysing ...eLearning Papers
Author: Nikitas Kastis.
Over the past 25 years, the school sector has been the promising area for public policies and funding activities, as well as for commercial interests, to increase the availability of ICT in education.
The presentation describes the results of an EU project on Harmonising Approaches to Professional Higher Education in Europe (HAPHE - http://haphe.eurashe.eu).
The document outlines Greece's national strategy for developing digital schools between 2010-2015. It aims to improve digital infrastructure in schools, provide teacher training, develop educational resources, and modernize school administration systems. Specific targets include connecting all schools to broadband internet, increasing the number of computers and interactive whiteboards in schools, training over 100,000 teachers to integrate technology into lessons, and developing an online platform hosting digital textbooks and learning materials. The strategy represents a government commitment to enhancing technology use in education across Greece.
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.
WSIS10 Reporting GESCI: A review of trends, gaps and prioritiesDr Lendy Spires
Over the past 10 years, GESCI has worked to build capacity for ICT integration in education systems in line with WSIS Action Lines C4 and C7. This included providing policy advice, technical assistance, and leadership training. More recently, GESCI has focused on implementing projects like SIPSE in Kenya and Tanzania to improve STEM education and address the shortage of skills in fields like engineering. Going forward, GESCI recommends continuing to build leadership capacity across sectors and developing coherent policies that incorporate trends in ICT, science, and innovation to prepare students and workers for the future.
This document summarizes the key European Union policies and initiatives related to adult learning and lifelong learning. It outlines the policy drivers behind increasing investment in adult education, including an aging population and skills gaps. Major EU policy frameworks like the Lifelong Learning Programme and Education and Training 2020 are described. The document also provides an overview of the Grundtvig programme for adult learning, its objectives, actions, impacts and future directions.
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.
This document summarizes findings from study visits in 2008-2009 related to developing key competences in education and training, with a focus on communication in foreign languages and social/civic competences. Some common approaches identified across countries included early foreign language learning starting in pre-primary levels, using various models of language delivery (separate subjects, bilingual programs, CLIL), and recognizing the value of the Common European Framework of Reference. Challenges included the need for effective organization at all levels and well-trained teachers. Examples of good practices sharing experiences across practitioners and policymakers were identified.
Raimo Vuorinen presents on the topic: "Career management skills" at an international conference in Sofia, 08th Nov 2011. The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria.
KA3 ICT LLP presentation workshop 01 october 2010Renato Botti
Presentation of funding opportunities for ICT project in the Lifelong learning programme (KA3 ICT).
Brussels, 01 October 2010
Competitiveness for Catalonia
Delegació davant la Unió Europea
UNESCO sees its role as a laboratory of ideas, standard-setter, and capacity builder to help countries attain quality education for all in the modern world. It addresses global challenges like the growing digital and knowledge divides. UNESCO promotes good practices and initiatives that leverage technologies to improve access, equity, and quality of teaching and learning. Examples of UNESCO's work include standards for teachers' ICT competencies and prizes that reward innovative uses of technology in education.
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.
The document discusses a multiplier event called DI4ALL.eu that will take place in February 2024 in Vilnius, Lithuania. It is an ERASMUS+ project coordinated by Ebba Ossiannilsson from Sweden and partners from the Lithuanian College of Democracy. The event will focus on improving key competencies and skills of young people through quality improvements and digital inclusion in education. It will also improve teacher competencies in promoting digital inclusion and tackling disinformation.
The document discusses the European Reference Framework for Key Competences for Lifelong Learning. It outlines 8 key competences that are considered important for citizens to have:
1) Communication in the mother tongue
2) Communication in foreign languages
3) Mathematical competence and basic competences in science and technology
4) Digital competence
5) Learning to learn
6) Social and civic competences
7) Sense of initiative and entrepreneurship
8) Cultural awareness and expression
For each competence, the document provides a definition and outlines the essential knowledge, skills, and attitudes related to developing that competence. The competences are meant to help citizens achieve personal fulfillment, social inclusion
The document discusses the European Reference Framework for Key Competences for Lifelong Learning. It outlines 8 key competences that are considered important for citizens to have: 1) communication in the mother tongue, 2) communication in foreign languages, 3) mathematical competence and basic competences in science and technology, 4) digital competence, 5) learning to learn, 6) social and civic competences, 7) sense of initiative and entrepreneurship, and 8) cultural awareness and expression. For each competence, the document provides a definition and outlines essential knowledge, skills, and attitudes related to developing that competence. The goals of the framework are to help citizens achieve personal fulfillment, social inclusion, active citizenship, and employability.
Connecting policies and actors 2009 EU policies for educationSiegfried WIllems
This document discusses several recent European initiatives aimed at increasing transparency and mobility in education and training across Europe. It discusses policies like ECVET, EQF, and initiatives to increase learning mobility. It argues that these initiatives aim to help learners transition more easily between vocational and higher education and get skills validated. However, it questions whether these initiatives fully address the needs of companies and a changing economy. It suggests career guidance and management skills will be important to help learners navigate a changing job market.
At the 6th NICE Conference in Bratislava, Dr Laura Gressnerova and Dr Ivan Prelovsky presented the results of an EU-funded project during a symposium on "Innovative Training Projects & Programmes for Career Professionals"
1) The document discusses the new Erasmus+ programme for 2014-2020, which integrates existing EU programmes for education, training, youth, and sport into a single programme.
2) It aims to achieve greater impact through closer links between education and employment, more cross-sectoral partnerships, and a simplified structure.
3) Key actions include learning mobility for students, staff, and youth; strategic partnerships between education institutions and business; and support for policy reform.
This document summarizes the key findings of a survey conducted as part of the MEDEAnet project in 7 European countries on media and learning. [1] It highlights diverse definitions of media literacy used across countries and levels of education. [2] Policy and practice for media literacy education varies, from being integrated into curricula for compulsory and vocational education to initiatives for teacher training. [3] Emerging trends include a focus on developing digital skills for older adults and coordinating media education for children. The report concludes by outlining plans for future data collection and analysis on integrating media literacy into education.
The ICT4IAL Project, developed by the European Agency for Special Needs and Inclusive Education, is presented, outlining its aims, objectives and development of guidelines to implement e-accessibility in educational institutions.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
Lachezar Afrikanov presents on the topic: "European Funding opportunities for Career Education". The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria. Author: Lachezar Afrikanov
This document summarizes the European policy context around early childhood education and care (ECEC). It discusses the holistic approach to children from birth to compulsory school age in key EU policy documents. It outlines EU cooperation in education through programs and strategies aimed at common objectives and monitoring of progress. Quality criteria for ECEC mentioned include curriculum, staff qualifications, and quality assurance. Initiatives at the EU level aim to improve accessibility and quality of ECEC, strengthen cross-sectoral synergies, and widen the evidence base through research and data collection.
The document summarizes the objectives and activities of the COPIE 2 Learning Network on Inclusive Entrepreneurship. The network aims to promote entrepreneurship for all by implementing benchmarking tools, promoting enterprise education, and providing integrated business support. It has 10 partner organizations across Europe working on these goals through activities like developing diagnostic tools, organizing workshops and events, and establishing online platforms for sharing knowledge and resources.
Similar to ENTITLE - Libraries Lifelong Learning (20)
CulturaItalia provides organizational and technical support to help cultural organizations prepare metadata for their digital collections. There are three ways for content providers to participate: database ingestion through an OAI-PMH repository, press releases, or by contacting CulturaItalia directly. The participation process involves nine steps, including defining a work structure, installing an OAI-PMH repository, extracting data and filling the repository, and verifying metadata quality. CulturaItalia's support helps content providers make their collections available through Europeana.
The document summarizes Lithuanian activities related to EuropeanaLocal. It describes how DIZI works with local partners in Lithuania to contribute content to Europeana by providing tools and services for metadata creation and normalization. It discusses specific collections contributed from Lithuanian cultural institutions, such as posters from Lithuanian theatres and photographs from Biržai region museums. It also outlines DIZI's workflows and use of its "DiziHIVE" collection management tool to aggregate and prepare partner content for harvesting by Europeana.
The IMAGINE project aims to:
1) Draw together results from previous game-based learning (GBL) initiatives to influence policymakers' views of GBL.
2) Use evidence to support increased piloting and mainstreaming of GBL through recommendations.
3) Significantly impact validation of new learning paradigms and curriculum reform.
Entitle Libraries for Lifelong Learning - Best PracticesMDR Partners
Best Practices of Lifelong Learning in libraries from countries involved in the ENTITLE project.
www.entitlelll.eu
This presentation was shown throughout the day at the Entitle Final Conference, Budapest, Hungary on 16 October 2009.
The presentation was produced as a result of contributions from the ENTITLE project partners
Motivating Active Participation of Primary Schoolchildren in Digital Online Technologies for Creative Opportunities through Multimedia
Presentation by Gabriella Lovasz, Cross Czech
IMAGINE Roundtable, European Conference on Games Based Learningof Graz, Austria.
12,to October 13, 2009
ENTITLE Final Conference - Libraries for Lifelong LearningMDR Partners
The document summarizes the objectives and details of the ENTITLE Final Conference held in Budapest, Hungary. The conference focused on identifying best practices for libraries to support lifelong learning. It presented six guidelines developed by the ENTITLE project for libraries to enhance their role in learning. It also introduced an impact assessment framework to help libraries evaluate the impact of their learning activities and services. The conference provided a forum for librarians and educators to discuss the role of libraries in non-formal and informal learning.
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This table illustrates the self-assessed results of monitoring the 10 point action plan from theOeiras Manifesto (PULMAN) – see the CALIMERA website. It shows that the national starting points across Europe are very different.