Presentation giving a "European perspective on the Validation of Non-formal and Informal Learning" made by Audrey Frith, EUCIS-LLL Platform Director, at the Karriere Oppland, Oslo Region Representation to the EU, 26 May 2014.
EUCIS-LLL Position on Validation of Non-formal and Informal LearningLLL Platform
EUCIS-LLL position on the Validation of Non-formal
and Informal Learning, Audrey Frith, EUCIS-LLL Director, at
SOLIDAR and Ligue de l’enseignement Seminar on the topic, 13 January 2014, Brussels.
Erasmus+ provides opportunities for apprentices to gain valuable experience of working in another European country. With an increased national focus on apprenticeships, this session will highlight the benefits of sending apprentices on European placements and the added value to the sending organisation.
Taken from the higher education workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Isabell Majewsky Anderson from the University of Edinburgh.
This case study presentation looks at how institutions can plan to achieve high quality in the implementation of the programme in light of the new standards of the Erasmus Charter for Higher Education (ECHE).
Taken from the vocational education and training workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Michael Trueman, team leader for vocational education and training at the Erasmus+ UK National Agency.
This presentation looks at how VET transparency and recognition tools within the Erasmus+ programme can be used to promote lifelong learning and employability within projects. The workshop was mainly delivered by experts in the fields. It focuses on ECVET, EQAVET, EQF and Europass and provides practical examples and templates for these initiatives.
Recognising the importance of the extra-European international dimension, especially in higher education, Erasmus+ now also offers opportunities for individuals to study work or teach in other parts of the world. It also makes the same opportunities available for students from these areas to come to study in Charter-holding higher education institutions in Europe. The ICM workshop will give you an overview and possibilities available under Erasmus+.
Introducing the ESF Innovation Mainstreaming CoPCoPIM
The Community of Practice on Innovation & Mainstreaming aims to widely share tools and practices that promote innovation in the European Social Fund (ESF) programs. It involves ESF managers and project leaders from Portugal, Northern Ireland, Belgium, Poland, and Spain. The community offers methods, tools, and practices related to promoting innovation and mainstreaming in ESF programs. Its activities include developing a website to share tools and practices, gathering innovation tools, and hosting events to share learning. Outcomes include recommendations to ensure innovation in ESF and an online toolkit of over 30 tools.
The document discusses a new initiative called the VM-Pass which aims to increase recognition of open and virtual mobility learning. It introduces the concept of a learning passport - a standardized form to collect information about a learner's open learning experiences to increase transparency and enable recognition. This would bring together information from open course providers, learners, and assessing institutions. The document also proposes a clearinghouse web tool to allow institutions to share and exchange information from learning passports to grow a European recognition database for virtual mobility learning. Attendees are invited to provide feedback and consider joining a living lab to test the learning passport concept and clearinghouse.
EUCIS-LLL Position on Validation of Non-formal and Informal LearningLLL Platform
EUCIS-LLL position on the Validation of Non-formal
and Informal Learning, Audrey Frith, EUCIS-LLL Director, at
SOLIDAR and Ligue de l’enseignement Seminar on the topic, 13 January 2014, Brussels.
Erasmus+ provides opportunities for apprentices to gain valuable experience of working in another European country. With an increased national focus on apprenticeships, this session will highlight the benefits of sending apprentices on European placements and the added value to the sending organisation.
Taken from the higher education workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Isabell Majewsky Anderson from the University of Edinburgh.
This case study presentation looks at how institutions can plan to achieve high quality in the implementation of the programme in light of the new standards of the Erasmus Charter for Higher Education (ECHE).
Taken from the vocational education and training workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Michael Trueman, team leader for vocational education and training at the Erasmus+ UK National Agency.
This presentation looks at how VET transparency and recognition tools within the Erasmus+ programme can be used to promote lifelong learning and employability within projects. The workshop was mainly delivered by experts in the fields. It focuses on ECVET, EQAVET, EQF and Europass and provides practical examples and templates for these initiatives.
Recognising the importance of the extra-European international dimension, especially in higher education, Erasmus+ now also offers opportunities for individuals to study work or teach in other parts of the world. It also makes the same opportunities available for students from these areas to come to study in Charter-holding higher education institutions in Europe. The ICM workshop will give you an overview and possibilities available under Erasmus+.
Introducing the ESF Innovation Mainstreaming CoPCoPIM
The Community of Practice on Innovation & Mainstreaming aims to widely share tools and practices that promote innovation in the European Social Fund (ESF) programs. It involves ESF managers and project leaders from Portugal, Northern Ireland, Belgium, Poland, and Spain. The community offers methods, tools, and practices related to promoting innovation and mainstreaming in ESF programs. Its activities include developing a website to share tools and practices, gathering innovation tools, and hosting events to share learning. Outcomes include recommendations to ensure innovation in ESF and an online toolkit of over 30 tools.
The document discusses a new initiative called the VM-Pass which aims to increase recognition of open and virtual mobility learning. It introduces the concept of a learning passport - a standardized form to collect information about a learner's open learning experiences to increase transparency and enable recognition. This would bring together information from open course providers, learners, and assessing institutions. The document also proposes a clearinghouse web tool to allow institutions to share and exchange information from learning passports to grow a European recognition database for virtual mobility learning. Attendees are invited to provide feedback and consider joining a living lab to test the learning passport concept and clearinghouse.
Subject-specific International Accreditation for Technical ProfilesLvivPolytechnic
ASIIN is an accreditation agency based in Germany that has been accrediting programs in engineering, informatics, natural sciences, and mathematics since 1999. It has expertise in international accreditation and works with other European agencies to award quality labels for accredited programs. The accreditation process at ASIIN involves the program submitting a self-assessment report, an on-site visit from a team of peer reviewers, and a recommendation from the reviewers that is considered by ASIIN's decision-making bodies. The process aims to evaluate key aspects of programs such as learning outcomes, curriculum, teaching staff, facilities, and quality management.
Eureka and Eurostars - innovation across border Svatopluk Halada, Eureka Dep...JIC
This document provides an overview of the EUREKA and Eurostars programs for international innovation collaboration. It describes that EUREKA involves collaborative research projects between at least two countries, aims to produce innovative products, processes or services, and has different funding instruments including network projects, clusters, and umbrellas. Eurostars specifically focuses on short-term projects led by research-performing small and medium enterprises. It also provides details on these programs' operations in the Czech Republic, including national funding rules and bodies involved. Project evaluation criteria are outlined as well as tips for developing successful proposals.
The document discusses eTwinning, a European Union program that facilitates virtual partnerships between teachers and students across Europe. It provides details on the program's structure, participating countries, benefits for teachers and students, and tools available through the program. Key aspects include connecting over 50,000 European teachers, providing a virtual learning environment and tools for collaboration, and emphasizing flexibility and quality through external evaluations and awards.
Erasmus+ provides opportunities for schools through three key actions: mobility projects for learners and staff under Key Action 1; strategic partnerships to share best practices under Key Action 2; and youth participation projects under Key Action 3. Schools can apply individually for staff training and exchanges or as part of a consortium. Projects last 1-2 years and support activities like language courses, observation visits, and joint teaching assignments abroad. Strategic partnerships involve international collaboration on issues like early school leaving and last 2-3 years.
The EAIE Barometer is a study conducted by EAIE and Ecorys that surveyed over 2,000 practitioners in 33 European countries to understand trends in internationalization, and knowledge and skill needs. It found that internationalization activities are increasing, especially in strategic partnerships and international student services. Monitoring of internationalization efforts is also widespread at both the institutional and national levels. The top challenges identified were improving strategic partnerships, increasing outgoing student mobility, and implementing internationalization strategies. Practitioners reported greater knowledge needs than skill needs, with needs varying by country and area of activity.
Credits for Learning with Open CourseWare – Introducing a Learning PassportAnthony Fisher Camilleri
The presentation created by Anne-Christin Tannhauser and Anthony F. Camilleri presents a number of scenarios for the unbundling of learning, together with proposals on how to improve the recognition and transfer of credit achieved through open learning.
This VET case study presentation was delivered by Cathy Gill during the Employability workshop of the May 2016 Learning Networks event held in Manchester.
The Irish experience of developing and implementing a national qualifications framework is documented. A particular emphasis is placed on the evolution of the institutional structures maintaining the framework.
Introduction the Erasmus+ programme for UK organisations interested in applying for funding in 2017. This presentation covers opportunities for vocational education and training. For slides with an overview of the programme and from other sector-specific sessions (higher education, schools, adult education and youth), please visit our clipboard: http://www.slideshare.net/ErasmusPlusUK/clipboards/2017-call-erasmus-information-sessions
Erasmus+ webinar presentation ka1 he rr 210113erasmusplus
The document provides information on Key Action 1 of the Erasmus+ programme, which supports higher education student and staff mobility. Key Action 1 aims to boost skills and employability through mobility projects in education, training and youth. It allows students to study abroad at partner universities for 3-12 months and undertake traineeships abroad for 2-12 months. Staff can teach at partner institutions abroad for 2 days to 2 months. Students and staff receive EU funding to support their travel and living costs during mobility periods. Higher education institutions applying to coordinate mobility projects must have a valid Erasmus Charter for Higher Education.
Erasmus+ webinar presentation ka1 he rr 210113erasmusplus
The document provides information on Key Action 1 of the Erasmus+ programme, which supports higher education student and staff mobility. Key Action 1 aims to boost skills and employability through mobility projects in education, training and youth. It allows students to study abroad at partner universities for 3-12 months and undertake traineeships abroad for 2-12 months. Staff can teach at partner institutions abroad for 2 days to 2 months. Students and staff receive EU funding to support their travel and living costs during mobility periods. Higher education institutions applying to coordinate mobility projects must have a valid Erasmus Charter for Higher Education.
Erasmus+ webinar presentation ka1 he rr 210113erasmusplus
The document provides information on Key Action 1 of the Erasmus+ programme, which supports higher education student and staff mobility. Key Action 1 aims to boost skills and employability through mobility projects in education, training and youth. It allows students to study abroad at partner universities for 3-12 months and undertake traineeships abroad for 2-12 months. Staff can teach at partner institutions abroad for 2 days to 2 months. Students and staff receive EU funding to support their travel and living costs during mobility periods. Higher education institutions applying to coordinate mobility projects must have a valid Erasmus Charter for Higher Education.
Erasmus+ webinar presentation ka1 he rr 210113erasmusplus
The document provides information on Key Action 1 of the Erasmus+ programme, which supports higher education student and staff mobility. Key Action 1 aims to boost skills and employability through mobility projects in education, training and youth. It allows students to study abroad at partner universities for 3-12 months and undertake traineeships abroad for 2-12 months. Staff can teach at partner institutions abroad for 2 days to 2 months. Students and staff receive EU funding to support their travel and living costs during mobility periods. Higher education institutions applying to coordinate mobility projects must have a valid Erasmus Charter for Higher Education.
The New England Patriots went to the Super Bowl in 2015 after beating the Indianapolis Colts in the AFC Championship game. However, they were accused of deflating footballs during the game, dropping them to less than the allowed minimum pressure. Their owner demanded an apology from the NFL if they were found innocent, and they went on to defeat the Seattle Seahawks in the Super Bowl.
This document outlines social media marketing plans for Our Lady of Grace Catholic School across multiple platforms:
- Facebook will be used to communicate, connect, inform followers and drive traffic to their website. They will post 1-2 times daily.
- Twitter will allow them to share articles, retweet content and start conversations using hashtags. They will tweet 2-10 times daily.
- Pinterest will help establish their brand, expand their reach and drive website traffic. They will pin 2-3 times weekly.
- Instagram will share daily life through photos and videos to engage current and prospective families. They will post 1-2 times daily.
- A blog on their website will connect with and educate readers while sharing
Subject-specific International Accreditation for Technical ProfilesLvivPolytechnic
ASIIN is an accreditation agency based in Germany that has been accrediting programs in engineering, informatics, natural sciences, and mathematics since 1999. It has expertise in international accreditation and works with other European agencies to award quality labels for accredited programs. The accreditation process at ASIIN involves the program submitting a self-assessment report, an on-site visit from a team of peer reviewers, and a recommendation from the reviewers that is considered by ASIIN's decision-making bodies. The process aims to evaluate key aspects of programs such as learning outcomes, curriculum, teaching staff, facilities, and quality management.
Eureka and Eurostars - innovation across border Svatopluk Halada, Eureka Dep...JIC
This document provides an overview of the EUREKA and Eurostars programs for international innovation collaboration. It describes that EUREKA involves collaborative research projects between at least two countries, aims to produce innovative products, processes or services, and has different funding instruments including network projects, clusters, and umbrellas. Eurostars specifically focuses on short-term projects led by research-performing small and medium enterprises. It also provides details on these programs' operations in the Czech Republic, including national funding rules and bodies involved. Project evaluation criteria are outlined as well as tips for developing successful proposals.
The document discusses eTwinning, a European Union program that facilitates virtual partnerships between teachers and students across Europe. It provides details on the program's structure, participating countries, benefits for teachers and students, and tools available through the program. Key aspects include connecting over 50,000 European teachers, providing a virtual learning environment and tools for collaboration, and emphasizing flexibility and quality through external evaluations and awards.
Erasmus+ provides opportunities for schools through three key actions: mobility projects for learners and staff under Key Action 1; strategic partnerships to share best practices under Key Action 2; and youth participation projects under Key Action 3. Schools can apply individually for staff training and exchanges or as part of a consortium. Projects last 1-2 years and support activities like language courses, observation visits, and joint teaching assignments abroad. Strategic partnerships involve international collaboration on issues like early school leaving and last 2-3 years.
The EAIE Barometer is a study conducted by EAIE and Ecorys that surveyed over 2,000 practitioners in 33 European countries to understand trends in internationalization, and knowledge and skill needs. It found that internationalization activities are increasing, especially in strategic partnerships and international student services. Monitoring of internationalization efforts is also widespread at both the institutional and national levels. The top challenges identified were improving strategic partnerships, increasing outgoing student mobility, and implementing internationalization strategies. Practitioners reported greater knowledge needs than skill needs, with needs varying by country and area of activity.
Credits for Learning with Open CourseWare – Introducing a Learning PassportAnthony Fisher Camilleri
The presentation created by Anne-Christin Tannhauser and Anthony F. Camilleri presents a number of scenarios for the unbundling of learning, together with proposals on how to improve the recognition and transfer of credit achieved through open learning.
This VET case study presentation was delivered by Cathy Gill during the Employability workshop of the May 2016 Learning Networks event held in Manchester.
The Irish experience of developing and implementing a national qualifications framework is documented. A particular emphasis is placed on the evolution of the institutional structures maintaining the framework.
Introduction the Erasmus+ programme for UK organisations interested in applying for funding in 2017. This presentation covers opportunities for vocational education and training. For slides with an overview of the programme and from other sector-specific sessions (higher education, schools, adult education and youth), please visit our clipboard: http://www.slideshare.net/ErasmusPlusUK/clipboards/2017-call-erasmus-information-sessions
Erasmus+ webinar presentation ka1 he rr 210113erasmusplus
The document provides information on Key Action 1 of the Erasmus+ programme, which supports higher education student and staff mobility. Key Action 1 aims to boost skills and employability through mobility projects in education, training and youth. It allows students to study abroad at partner universities for 3-12 months and undertake traineeships abroad for 2-12 months. Staff can teach at partner institutions abroad for 2 days to 2 months. Students and staff receive EU funding to support their travel and living costs during mobility periods. Higher education institutions applying to coordinate mobility projects must have a valid Erasmus Charter for Higher Education.
Erasmus+ webinar presentation ka1 he rr 210113erasmusplus
The document provides information on Key Action 1 of the Erasmus+ programme, which supports higher education student and staff mobility. Key Action 1 aims to boost skills and employability through mobility projects in education, training and youth. It allows students to study abroad at partner universities for 3-12 months and undertake traineeships abroad for 2-12 months. Staff can teach at partner institutions abroad for 2 days to 2 months. Students and staff receive EU funding to support their travel and living costs during mobility periods. Higher education institutions applying to coordinate mobility projects must have a valid Erasmus Charter for Higher Education.
Erasmus+ webinar presentation ka1 he rr 210113erasmusplus
The document provides information on Key Action 1 of the Erasmus+ programme, which supports higher education student and staff mobility. Key Action 1 aims to boost skills and employability through mobility projects in education, training and youth. It allows students to study abroad at partner universities for 3-12 months and undertake traineeships abroad for 2-12 months. Staff can teach at partner institutions abroad for 2 days to 2 months. Students and staff receive EU funding to support their travel and living costs during mobility periods. Higher education institutions applying to coordinate mobility projects must have a valid Erasmus Charter for Higher Education.
Erasmus+ webinar presentation ka1 he rr 210113erasmusplus
The document provides information on Key Action 1 of the Erasmus+ programme, which supports higher education student and staff mobility. Key Action 1 aims to boost skills and employability through mobility projects in education, training and youth. It allows students to study abroad at partner universities for 3-12 months and undertake traineeships abroad for 2-12 months. Staff can teach at partner institutions abroad for 2 days to 2 months. Students and staff receive EU funding to support their travel and living costs during mobility periods. Higher education institutions applying to coordinate mobility projects must have a valid Erasmus Charter for Higher Education.
The New England Patriots went to the Super Bowl in 2015 after beating the Indianapolis Colts in the AFC Championship game. However, they were accused of deflating footballs during the game, dropping them to less than the allowed minimum pressure. Their owner demanded an apology from the NFL if they were found innocent, and they went on to defeat the Seattle Seahawks in the Super Bowl.
This document outlines social media marketing plans for Our Lady of Grace Catholic School across multiple platforms:
- Facebook will be used to communicate, connect, inform followers and drive traffic to their website. They will post 1-2 times daily.
- Twitter will allow them to share articles, retweet content and start conversations using hashtags. They will tweet 2-10 times daily.
- Pinterest will help establish their brand, expand their reach and drive website traffic. They will pin 2-3 times weekly.
- Instagram will share daily life through photos and videos to engage current and prospective families. They will post 1-2 times daily.
- A blog on their website will connect with and educate readers while sharing
This document discusses hepatitis in pregnancy. It defines hepatitis and describes the main types of hepatitis viruses - HAV, HBV, HCV, HDV, and HEV. It covers hepatotropic viruses and how they differ, risk factors for hepatitis in pregnancy like drug use and HIV, diagnostic methods like serological tests, and treatment options including antivirals, symptomatically, and vaccination. It notes that diagnosing HEV remains a significant virological challenge requiring a combination of clinical features, travel history, liver enzymes, serology, and PCR analysis where appropriate.
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily create engaging slideshows.
This document analyzes the film opening of the student's neo-noir film. The opening establishes conventions of the genre through its monochrome color palette, dark tone, and use of hard lighting. It introduces the protagonist, "Mask", using shots that keep his face obscured but reveal attributes like his green hoodie and weapon. A high-angle shot introduces the character without revealing his identity. The opening aims to portray Mask as threatening and draw in the audience to learn his motives through the use of lighting and camera angles that make half his face visible and half hidden in shadow.
This document is a presentation from DoctorsChoice.org that is repeated over multiple pages. It introduces the presenting organization as DoctorsChoice.org but provides no other contextual information about the content or purpose of the presentation across the duplicated slides.
Tanskassa ei myöskään ole valtion omistamaa viinamonopolia. Olutta ja viiniä saa ostaa 16 vuotta täyttänyt, eikä kellonaikarajoja vähittäismyynnissä ole. Kauppojen ollessa auki, myös oluen myynti on sallittua. Myyntirajoitukset poistettiin kymmenisen vuotta sitten. Vallankumouksellistako? Ei suinkaan. Alkoholipolitiikan muutosten jälkeen alkoholin kokonaiskulutus on laskenut!
The European soft drinks industry and balanced lifestylesPanimoliitto
The soft drinks industry has taken significant steps to support people in making balanced lifestyle choices. It provides a range of product formulations and packaging formats that allow people to choose a drink to suit their lifestyle and energy needs.
Tutkimus- ja Analysointikeskus TAK OY:n raportti matkustajatuonnista vuonna 2015. Vuonna 2015 suomalaiset tekivät yli 2,5 miljoonaa matkaa Suomenlahden yli. Alempi verotaso ja sen mukaiset hinnat ovat merkittävä syy matkustaa Viroon, sillä matkustajista 81 % (runsaat 2 miljoonaa matkustajaa) toi Suomeen alkoholijuomia. Olutta maahan toi yli miljoona Viron-kävijää (43 % matkustajista), siideriä ja long drink –juomia noin 600 000 matkustajaa (24 % matkustajista). Väkeviä alkoholijuomia toi lähes joka toinen (47 %) ja viinejä 44 % vuonna 2015 Virossa vierailleista suomalaisista. Likööreitä ja vastaavia välituotteita maahan toi runsaat 400 000 Virossa vieraillutta suomalaista (16 % kävijöistä).
Panimoalalla on paljon potentiaalia. Järkevä elinkeinopolitiikka valjastaa sen yhteiskunnan hyväksi. Päättäjillä pitää olla rohkeutta muuttaa viime vuosien harkitsemattomia päätöksiä. Elinvoimaiselta elinkeinolta ei kannata nyppiä siipiä.
The Indian healthcare industry is growing rapidly due to factors such as rising life expectancy, higher income levels, growing health insurance coverage, and increasing lifestyle-related diseases. It has experienced 12% annual growth since 2008 and is projected to reach $252 billion by 2020. Private hospitals are modernizing to improve patient care, while government initiatives aim to increase opportunities for medical professionals across India. The growing healthcare sector presents opportunities for hospitals, medical equipment, diagnostics, and other services. As costs are often lower than in other countries, India has become an attractive medical tourism destination for its world-class healthcare experts and facilities.
Presentation made by Audrey Frith, EUCIS-LLL Director, during a peer learning session on preparing good project applications in the framework of KA3 policy support actions of Erasmus+.
The document provides an overview and progress report of the OpenCourseWare Europe project. The project aims to formulate recommendations to facilitate student mobility through open courseware in European higher education. It has involved research, workshops, and dissemination activities. The project partners plan to submit a new grant proposal to establish a 25-partner academic network across Europe to further develop open courseware initiatives.
Lifelong Learning Programme - Key Activity 3 - ICT; Multilateral projects
By carrying out research to understand how governments can stimulate the uptake of OER by policy means (and not just funding), POERUP aims to contribute to the implementation of LLL. Simultaneously POERUP aims to foster the potential of new media for enhancing innovation by researching policies designed to foster a “lifelong learner” mindset in learners: leading to curiosity, creativity and a willingness to “consume” OER. To do so the project team will investigate the “end-user – producer communities” behind OER initiatives and what (or who) it is that actually provides the energy that make OER work or not.
Janet Strivens 2014 - Learning design and 'ePortfolio practicesePortfolios Australia
The European Union has funded a three-year project called Europortfolio Network of ePortfolio Experts and Practitioners 2013-1015. EPNET is envisaged as establishing a European-wide community of practice and repository of information.This short presentation will describe the project, its aims, partners and key outputs.
The OpenCred study investigates recognition of non-formal open learning in the EU. It identifies models for recognizing open learning and learners' perceptions. The study team includes researchers from the University of Leicester and the JRC. The study finds that robust assessment is key to recognition but can reduce openness if it is costly or limited to enrolled students. It also finds that open learning is currently recognized through partial qualifications rather than full credentials.
The document summarizes Macedonia's experience with referencing its national qualifications framework (MQF) to the European Qualifications Framework (EQF). It discusses the MQF development process, governance structure, and level descriptors. It also outlines Macedonia's referencing roadmap, including workshops held with international experts. The referencing report was presented to the EQF Advisory Group in 2015. The group concluded that criteria 1,2,5,6,7,8,9,10 were fully met and that criteria 3,4 were partially met, but Macedonia presented clear steps to progress in these areas. Key open issues included further defining qualifications levels and sub-levels, improving learning outcomes for some vocational qualifications, and developing
This document summarizes information about the Erasmus+ program, which provides funding opportunities for education, training, youth, and sport projects across Europe. The Erasmus+ program runs from 2014 to 2020 with a budget of €14.7 billion. It includes several Key Actions that fund mobility projects, strategic partnerships, and youth activities. The document outlines the application deadlines and eligibility requirements for various areas of the program.
The overall aim of POERUP is to carry out research to understand how governments can stimulate the uptake of OER by policy means, not excluding financial means but recognising that in the current economic situation in Europe the scope for government financial support for such activities is much less than it has been in some countries.
We do not want to formulate policies based on informal discussions. We want the policies to be evidence-based policies – and based on looking beyond – beyond one’s own country, region or continent, and beyond the educational sector that a ministry typically looks after.
One aspect of this is to foster the potential of new technologies for enhancing innovation and creativity, in particular by researching policies designed to foster a lifelong learner mindset in learners – leading to curiosity, creativity and a greater willingness to consume OER.
We also want to provide education authorities, the research community and OER initiative management with trustworthy and balanced research results, in which feedback from all stakeholder groups has been incorporated and which can be used as standard literature. A specific objective is to help readers in charge of OER initiatives to foresee hidden traps and to find ways of incorporating successful features of other initiatives. POERUP is about dispassionate analysis, not lobbying.
We aim to provide policymakers and education authorities above institutions, but also OER management and practitioners within institutions, with insight into what has been done in this area, plus a categorization of the different major initiatives and the diverse range of providers. Policy advice is needed explicitly to address Issues like critical thinking in the use of new technologies/media, risk awareness, and ethical/legal considerations. Our review will provide practical and concrete information in order to contribute towards a more informed approach in the future.
POERUP is doing this by:
• studying a range of countries in Europe and seen as relevant to Europe, in order to understand what OER is going on, and why it is going on (or might soon cease to be going on) – and taking account of reports from other agencies studying OER in other countries;
• researching case studies of various end-user–producer communities behind OER initiatives in order to refine and elaborate recommendations to formulate a set of action points that can be applied to ensuring the realisation of successful, lively and sustainable OER communities;
• developing informed ideas on policy formulation using evidence from our own and other studies, our own experience in related projects and ongoing advice from other experts in the field.
Finally, these results are being disseminated and maintained in a sustainable way.
The project has a web site http://www.poerup.info and a wiki http://poerup.referata.com for country reports and other outputs. This wiki will be sustained after the end of t
POERUP is carrying out research to understand how governments can stimulate the uptake of OER by policy means. We aim to convince decision-makers that in order to be successful with OER, they will have to formulate evidence-based policies based on looking beyond one’s own country, region or continent, beyond the educational sector they look after. POERUP aims to study the end-user–producer communities behind OER initiatives. By comparing in-depth European case-studies to selected non-European ones we will refine and elaborate recommendations to formulate a set of action points that can be applied to ensuring the realisation of successful, lively and sustainable OER communities. We want to provide education authorities, the research community and OER initiative management with trustworthy and balanced research results, in which feedback from all stakeholder groups has been incorporated and which can be used as standard literature. A specific objective is to help readers in charge of OER initiatives to find ways of incorporating successful features of other initiatives.
The document proposes policy recommendations to promote open educational resources (OER) adoption across the European Union. It summarizes draft recommendations in 10 areas for higher education and vocational education. The recommendations aim to reduce barriers for new education providers and programs, increase quality assurance standards, move towards competence-based rather than time-based assessment, improve recognition of prior learning, mandate open licensing of publicly funded content, and increase research on OER benefits. The proposals are part of the POERUP project funded by the EU to develop policies supporting broader OER use.
This document summarizes information about the Erasmus+ program and funding opportunities. Erasmus+ is the European Union program for education, training, youth, and sport from 2014-2020 with a budget of €14.7 billion. It provides grants for individuals and organizations to participate in international projects, learning mobility, cooperation, and dialogue activities across Europe and beyond. Key details are provided on the different actions and funding opportunities available through the decentralized management of the program.
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.
Context and benefits of the VMPass initiative at Universidad Internacional de...Anne-Christin Tannhäuser
This presenation was given 26 June 2014 by my project colleagues Aurora Carrasco and Marie-Anne Le Bot, Universidad Internacional de la Rioja (UNIR), Spain.
It summarizes how the EU-funded initiative VMPass supporting the recognition of learning outcomes achieved through open learning and virtual mobility can benefit her university and relates to on-going activities.
EQF_AG_Referencing Macedonian_Qualification Framework 3-4 Feb 2016 BXLBorco Aleksov
This document provides information about Macedonia's national qualifications framework and its referencing to the European Qualifications Framework. Some key points:
- Macedonia has a population of 2 million with high unemployment, especially among youth. It aims to integrate with the EU and increase education quality.
- Its national qualifications framework has 8 levels that are structured similarly to the EQF and describe qualifications using learning outcomes.
- A referencing process from 2014-2016 aligned the Macedonian qualifications levels to the EQF using criteria like comparing level descriptors. Validation of non-formal education is also supported.
- Main institutions like the Ministry of Education coordinate NQF implementation and referencing. Qualifications include formal education and some
141023 EADTU Keynote Open Education 2030Yves Punie
This document provides an overview of open education trends presented in a keynote by Yves Punie at the 2014 EADTU Conference. It discusses the history and understanding of open education, current trends like MOOCs and learning analytics, and the results of an IPTS foresight study on open education in 2030 including tensions around guidance, goals, and certification. The document also outlines further IPTS research on the supply and demand sides of open education including case studies and building a knowledge base on European MOOC learners.
This document summarizes a presentation about OpenCourseWare in Europe. It discusses creating a strong European OpenCourseWare framework through closer cooperation between institutions, mutual use of materials, and potential joint degrees. Guidelines are provided on legal issues like copyright and licensing to facilitate sharing of open educational resources. The importance of open policies to encourage production and use of open content is also covered.
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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!"
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
European perspective on the Validation of non-formal and informal learning
1. Building a citizen’s voice on education and training issues
EUCIS-LLL Platform
European perspective on the Validation of
Non-formal and Informal Learning
Audrey Frith, Director, EUCIS-LLL Platform
Karriere Oppland, Oslo Region
26 May 2014
European Civil Society Platform on Lifelong Learning
2. 33 European organisations working in education & training
A unique European platform on Lifelong Learning
3. About us
More than 45 000 educational institutions & associations
... covering formal, non-formal and informal learning
... reaching out millions beneficiaries
Europeancivilsocietyplatformonlifelonglearning
EUCIS-LLL – Validation of non-formal and informal learning – 26 May 2014
4. Europeancivilsocietyplatformonlifelonglearning
EUCIS-LLL – Validation of non-formal and informal learning – 26 May 2014
Policy briefing
•What do we mean by validation? Why is it so important?
•European perspective: state of play
•EU tools: Recommendation, Guidelines & Inventory
•EU governance: the EQF Advisory Group
•EUCIS-LLL perspective on VNFIL
6. Europeancivilsocietyplatformonlifelonglearning
EUCIS-LLL – Validation of non-formal and informal learning – 26 May 2014
Why validation?
Positive outcomes:
• Increased learning and labour market opportunities
• Self-awareness and self-confidence of learners
• Flexible pathways
• Recognition of different paths to learning
• Saving money
8. Europeancivilsocietyplatformonlifelonglearning
EUCIS-LLL – Validation of non-formal and informal learning – 26 May 2014
European perspective
EU Recommendation of 2012
Validation means a process of confirmation by an authorised
body that an individual has acquired learning outcomes
measured against a relevant standard and consists of the
following four distinct phases: 1/ identification 2/
documentation 3/ assessment 4/ certification.
12. Europeancivilsocietyplatformonlifelonglearning
EUCIS-LLL – Validation of non-formal and informal learning – 26 May 2014
European perspective
Scope of validation systems
• Exemptions to access the formal E-T systems
• Exemptions to some modules
• Access to some / all qualifications
• Linked to NQFs or not
13. Europeancivilsocietyplatformonlifelonglearning
EUCIS-LLL – Validation of non-formal and informal learning – 26 May 2014
European perspective
France: a long tradition on validation
• 30’s: access to HE (decree of 85)
• 1992: validation of professional experience (VAP)
• 2002: validation of life experience (VAE): all qualifications
recognised by the state and social partners (RNCP)
• 2009: new law stressing guidance and accompaniment
Aimed to award an official formal qualification.
14. Europeancivilsocietyplatformonlifelonglearning
EUCIS-LLL – Validation of non-formal and informal learning – 26 May 2014
European perspective
France: policy developments
• 2002: effort to describe standards based on LO especially
in HE (resistance) to ensure VAE is possible
• 2002: an individual right; measures in the private sector
• 2009: effort on guidance:
• training staff of structures in charge of LLL for adults
• new services “the tutor for VAE”
• centralised and regional websites
15. Europeancivilsocietyplatformonlifelonglearning
EUCIS-LLL – Validation of non-formal and informal learning – 26 May 2014
European perspective
France: governance
• Awarding authorities (Ministries) design their own standards
and assessment procedures (but 1 registration process “livret
1” et “livret 2” - portfolio).
• Information and guidance: regional and local representatives
of the Ministries (PIC), public employment services, social
partners (i.e. OPCA), universities.
• Implementation: qualification providers. Compulsory for all
educational provider to develop VAE process for each
awarded qualification (except regulated professions).
• Delivery of diploma: rep. of awarding authorities.
16. Europeancivilsocietyplatformonlifelonglearning
EUCIS-LLL – Validation of non-formal and informal learning – 26 May 2014
European perspective
France: funding
• Funding allocated to LLL: State and regional funding,
FONGECIF (fund for individual training leave), OPCA
(sectoral body that collects taxes for training)...
• Specific support: i.e. 24 hours paid leave for workers to
undertake validation processes (2002); VAE vouchers by
regions; registration fees paid by Employment services,
etc.
17. Europeancivilsocietyplatformonlifelonglearning
EUCIS-LLL – Validation of non-formal and informal learning – 26 May 2014
European perspective
Portugal: New Opportunities Initiatives
• 2001: National system and centres for recognition, validation
and certification of competencies (RVCC)
• School process (basic or secondary education certificates)
• VET process (VET qualification)
• 2005: New Opportunities Initiative
• 2006: Law to facilitate access to HE for non-traditional
students
18. Europeancivilsocietyplatformonlifelonglearning
EUCIS-LLL – Validation of non-formal and informal learning – 26 May 2014
European perspective
Portugal: New Opportunities Initiatives
• NOC: VET centres, basic and secondary schools, local and
regional associations, etc. 454 by 2010. Provide info and
guidance;
• Develop RVCC processes under the coordination of ANQ
created in 2007
= funded partly by ESF
= problem of quality versus high flexibility, diversity of practices
= resistance in HE
19. Europeancivilsocietyplatformonlifelonglearning
EUCIS-LLL – Validation of non-formal and informal learning – 26 May 2014
European perspective
What does the EU recommend?
• Arrangements including the identification, documentation,
assessment and certification of LO
• Coherence with the EQF and NQFs
• Synergies with EU transparency tools (Europass, Youthpass)
and credit systems (ECTS, ECVET)
• Target in particular disadvantaged groups and unemployed
individuals
20. Europeancivilsocietyplatformonlifelonglearning
EUCIS-LLL – Validation of non-formal and informal learning – 26 May 2014
European perspective
What does the EU recommend?
• Provide accompanying information and guidance
• Implement transparent quality assurance measures
• Develop the competences of staff involved in validation
• Ensure compliance with standards similar to those of formal
education
• Ensure the involvement of stakeholders (among which E&T
providers and civil society organisations)
21. Europeancivilsocietyplatformonlifelonglearning
EUCIS-LLL – Validation of non-formal and informal learning – 26 May 2014
European perspective
What does the EU recommend?
• Ensure coordination between E&T, youth, employment
implementation services and policies
= Respects the diversity of models: does not say how the
systems should work or its scope BUT it should be based
on the same standards as in the formal system
22. Europeancivilsocietyplatformonlifelonglearning
EUCIS-LLL – Validation of non-formal and informal learning – 26 May 2014
European tools
Soft law
• Recommendation of 2012
• European Inventory (September 2014)
• European Guidelines (September 2014)
• CEDEFOP report on the link between NQF and VNFIL
23. Europeancivilsocietyplatformonlifelonglearning
EUCIS-LLL – Validation of non-formal and informal learning – 26 May 2014
European tools
Governance
• Advisory Group
• Peer learning activities (1st in October 2014)
• Roadmap for arrangements on VNFIL by 2018
• National reports by 2018
• Political response to the Recommendation
25. Europeancivilsocietyplatformonlifelonglearning
EUCIS-LLL – Validation of non-formal and informal learning – 26 May 2014
EUCIS-LLL perspective
Key principles
• Validation as an individual right
• Comprehensive arrangements: all sectors and levels
• Diplomas/certificates should have the same value
• Targeted measures to reach out to disadvantaged groups
• Solutions adapted to learners’ specific needs
• Recognise personal and social benefits of non-formal education
• Stakeholders’ involvement
• Educational institutions and their staff should be well prepared
• Increase data collection
26. Europeancivilsocietyplatformonlifelonglearning
EUCIS-LLL – Validation of non-formal and informal learning – 26 May 2014
EUCIS-LLL perspective
Activities
• Validation task force since beginning of 2013
• Partner of a project to raise awareness on validation “Building
Learning Societies: Promoting Validation of Non-formal and
Informal Learning” (Nov. 2013-Nov 2014)
• Public debates in the European Parliament
• Position papers, information notes and publications