The document summarizes a project that brought local voices to policymaking on education integration and diversity in Europe. The project engaged citizens panels across 5 countries to develop policy recommendations. The panels included marginalized youth to empower them. Key recommendations focused on inclusive education, combating segregation, language support, intercultural competences, empowering youth, and working with media. Participants emphasized the need to include affected groups in policy discussions.
Appetite for Learning Comes with Eating is a two-years educational project for young women with migrant background and senior native women implemented in cooperation with 5 organisations CESIE from Palermo (Italy), MEH from Liverpool (UK), Verein Multikulturell from Innsbruck (Austria), Elan Interculturel from Paris (France) and Senior Initiatives Centre from Kaunas (Lithuania).
The project offered an learning opportunity for 100 women who took part in a training course structured in 40 hours of learning activities and 3 learning mobilities in different EU countries.
The overall scope of the project is to promote intercultural and intergenerational dialogue through non-formal education using intangible heritage and knowledge of women.
Through the ALCE model adult education is focused on liberal adult education because it facilitates the acquisition and recognition of key competences that are recognised in the European Reference Framework for Key Competences for Lifelong Learning including:
• Communication in the mother tongue;
• Communication in a foreign language;
• Mathematical literacy and basic competences in science and technology;
• Digital competence;
• Learning to learn;
• Interpersonal and civic competencies;
• Entrepreneurship;
• Cultural Expression.
In addition, ALCE provides experiences to enable the acquisition of basic vocational skills in the field of event management and communication.
The ALCE processes are learner orientated and constructivist that instils the essential belief behind LLL adult education –“ One can sit in the classroom and learn nothing, or be outside the classroom and learn a great deal”.
Presentation about history Dutch non-formal adult education and some ideas about the future. Special attention to the folk high schools and the folk universities.
It presents the birth of Service Learning in Europe and the European Centers that currently are working in service-learning (education levels are not specified). Enjoy!
Appetite for Learning Comes with Eating is a two-years educational project for young women with migrant background and senior native women implemented in cooperation with 5 organisations in Palermo (Italy), Liverpool (UK), Innsbruck (Austria), Paris (France) and Kaunas (Lithuania).
The project offered an learning opportunity for 100 women who took part in a training course structured in 40 hours of learning activities and 3 learning mobilities in another EU country.
The overall scope of the project is to promote intercultural and intergenerational dialogue through non-formal education using intangible heritage and knowledge of women.
Through the ALCE model adult education is particularly focussed on liberal adult education because it facilitates the acquisition and recognition of key competences that are recognised in the European Reference Framework for Key Competences for Lifelong Learning Nov 2004 including:
• Communication in the mother tongue;
• Communication in a foreign language;
• Mathematical literacy and basic competences in science and technology;
• Digital competence;
• Learning to learn;
• Interpersonal and civic competencies;
• Entrepreneurship;
• Cultural Expression.
In addition, ALCE provides experiences to enable the acquisition of basic vocational skills in the field of event management and communication.
The ALCE processes are learner orientated and constructivist that instils the essential belief behind LLL adult education –“ One can sit in the classroom and learn nothing, or be outside the classroom and learn a great deal”.
See Me: “Inspirational ideas and approaches regarding parentalinvolvement in secondary education”
See ME is a 2-years Erasmus+ project which focusses on strengtheningparental involvement in children’s school careers in secondary educationspecifically for youngsters at risk. To achieve this the project collects bestpractices and will develop and test guidelines for parent involvement as wellas guidelines for teachers regarding the school career of students and theirrole toward parents.
The Access to Information and Training Community Centres Alliance of Moldova (INFONET Alliance) was officially registered in 2007, being founded by 47 centres.
Its assignment is to contribute to the consolidation of the information society and to the sustainable development of civil society by reducing the digital divide phenomenon and by involving citizens in the decision-making process.
The INFONET Alliance has started the campaign Get Online Week 2013 by spreading an official press release. In the Republic of Moldova, the campaign developed under the slogan "We bring Moldova online together!"
I am not scared & Stay@school presentation fundatia euro_edAndreeaCleminte
Fundatia EuroEd (www.euroed.ro) aduce in atentia celor interesati 2 dintre proiectele pe care le desfasoara:
Proiectul I am not scared (511645-LLP-1-2010-1-IT-KA1-KA1SCR ) - prevenirea violentei scolare
Proiectul Stay@School (2011-1-IT1-LEO05-01961) - prevenirea abandonului scolar
Proiectele sunt finanţate cu sprijinul Comisiei Europene. Această publicaţie (comunicare) reflectă numai punctul de vedere al autorului şi Comisia nu este responsabilă pentru eventuala utilizare a informaţiilor pe care le conţine.
SITE 2012 - Tracing International Differences in Online Learning Development:...Michael Barbour
Powell, A., & Barbour, M. K. (2012, March). Tracing international differences in online learning development: An examination of government policies in New Zealand. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, Austin, TX.
In 2006 the North American Council for Online Learning surveyed the activity and policy relating to primary and secondary e-learning, which they defined as online learning, in a selection of countries. They found most were embracing e-learning delivery of education as a central strategy for enabling reform, modernising schools, and increasing access to high-quality education. While North American countries appeared to be using the internet as a medium to provide distance education at the secondary level longer than most countries, the lack of a guiding vision has created uneven opportunities for students depending on which state or province they live in. In New Zealand, the government has sought to provide a vision or guiding framework for the development of e-learning. In this article we trace that vision by describing three policy documents released by the New Zealand government over the past decade, and how that vision for e-learning has allowed increased development of primary and secondary online learning.
IES SALiS presentation at Final Conference, Tibilisi, August 27-31, 2012Olga Morozan
The presentation the SALiS team from The Institute of Educational Sciences from Moldova presented at the SALiS Final Conference held in Tibilisi, 27-31 August, 2012
Open Educational Resources. Building a Culture of SharingKOED
Prezentacja Susan D'Antoni (UNESCO) z konferencji "Otwarta edukacja w Polsce", zorganizowanej 23 kwietnia 2009 roku w Sejmie RP przez Koalicję Otwartej Edukacji (KOED).
Appetite for Learning Comes with Eating is a two-years educational project for young women with migrant background and senior native women implemented in cooperation with 5 organisations CESIE from Palermo (Italy), MEH from Liverpool (UK), Verein Multikulturell from Innsbruck (Austria), Elan Interculturel from Paris (France) and Senior Initiatives Centre from Kaunas (Lithuania).
The project offered an learning opportunity for 100 women who took part in a training course structured in 40 hours of learning activities and 3 learning mobilities in different EU countries.
The overall scope of the project is to promote intercultural and intergenerational dialogue through non-formal education using intangible heritage and knowledge of women.
Through the ALCE model adult education is focused on liberal adult education because it facilitates the acquisition and recognition of key competences that are recognised in the European Reference Framework for Key Competences for Lifelong Learning including:
• Communication in the mother tongue;
• Communication in a foreign language;
• Mathematical literacy and basic competences in science and technology;
• Digital competence;
• Learning to learn;
• Interpersonal and civic competencies;
• Entrepreneurship;
• Cultural Expression.
In addition, ALCE provides experiences to enable the acquisition of basic vocational skills in the field of event management and communication.
The ALCE processes are learner orientated and constructivist that instils the essential belief behind LLL adult education –“ One can sit in the classroom and learn nothing, or be outside the classroom and learn a great deal”.
Presentation about history Dutch non-formal adult education and some ideas about the future. Special attention to the folk high schools and the folk universities.
It presents the birth of Service Learning in Europe and the European Centers that currently are working in service-learning (education levels are not specified). Enjoy!
Appetite for Learning Comes with Eating is a two-years educational project for young women with migrant background and senior native women implemented in cooperation with 5 organisations in Palermo (Italy), Liverpool (UK), Innsbruck (Austria), Paris (France) and Kaunas (Lithuania).
The project offered an learning opportunity for 100 women who took part in a training course structured in 40 hours of learning activities and 3 learning mobilities in another EU country.
The overall scope of the project is to promote intercultural and intergenerational dialogue through non-formal education using intangible heritage and knowledge of women.
Through the ALCE model adult education is particularly focussed on liberal adult education because it facilitates the acquisition and recognition of key competences that are recognised in the European Reference Framework for Key Competences for Lifelong Learning Nov 2004 including:
• Communication in the mother tongue;
• Communication in a foreign language;
• Mathematical literacy and basic competences in science and technology;
• Digital competence;
• Learning to learn;
• Interpersonal and civic competencies;
• Entrepreneurship;
• Cultural Expression.
In addition, ALCE provides experiences to enable the acquisition of basic vocational skills in the field of event management and communication.
The ALCE processes are learner orientated and constructivist that instils the essential belief behind LLL adult education –“ One can sit in the classroom and learn nothing, or be outside the classroom and learn a great deal”.
See Me: “Inspirational ideas and approaches regarding parentalinvolvement in secondary education”
See ME is a 2-years Erasmus+ project which focusses on strengtheningparental involvement in children’s school careers in secondary educationspecifically for youngsters at risk. To achieve this the project collects bestpractices and will develop and test guidelines for parent involvement as wellas guidelines for teachers regarding the school career of students and theirrole toward parents.
The Access to Information and Training Community Centres Alliance of Moldova (INFONET Alliance) was officially registered in 2007, being founded by 47 centres.
Its assignment is to contribute to the consolidation of the information society and to the sustainable development of civil society by reducing the digital divide phenomenon and by involving citizens in the decision-making process.
The INFONET Alliance has started the campaign Get Online Week 2013 by spreading an official press release. In the Republic of Moldova, the campaign developed under the slogan "We bring Moldova online together!"
I am not scared & Stay@school presentation fundatia euro_edAndreeaCleminte
Fundatia EuroEd (www.euroed.ro) aduce in atentia celor interesati 2 dintre proiectele pe care le desfasoara:
Proiectul I am not scared (511645-LLP-1-2010-1-IT-KA1-KA1SCR ) - prevenirea violentei scolare
Proiectul Stay@School (2011-1-IT1-LEO05-01961) - prevenirea abandonului scolar
Proiectele sunt finanţate cu sprijinul Comisiei Europene. Această publicaţie (comunicare) reflectă numai punctul de vedere al autorului şi Comisia nu este responsabilă pentru eventuala utilizare a informaţiilor pe care le conţine.
SITE 2012 - Tracing International Differences in Online Learning Development:...Michael Barbour
Powell, A., & Barbour, M. K. (2012, March). Tracing international differences in online learning development: An examination of government policies in New Zealand. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, Austin, TX.
In 2006 the North American Council for Online Learning surveyed the activity and policy relating to primary and secondary e-learning, which they defined as online learning, in a selection of countries. They found most were embracing e-learning delivery of education as a central strategy for enabling reform, modernising schools, and increasing access to high-quality education. While North American countries appeared to be using the internet as a medium to provide distance education at the secondary level longer than most countries, the lack of a guiding vision has created uneven opportunities for students depending on which state or province they live in. In New Zealand, the government has sought to provide a vision or guiding framework for the development of e-learning. In this article we trace that vision by describing three policy documents released by the New Zealand government over the past decade, and how that vision for e-learning has allowed increased development of primary and secondary online learning.
IES SALiS presentation at Final Conference, Tibilisi, August 27-31, 2012Olga Morozan
The presentation the SALiS team from The Institute of Educational Sciences from Moldova presented at the SALiS Final Conference held in Tibilisi, 27-31 August, 2012
Open Educational Resources. Building a Culture of SharingKOED
Prezentacja Susan D'Antoni (UNESCO) z konferencji "Otwarta edukacja w Polsce", zorganizowanej 23 kwietnia 2009 roku w Sejmie RP przez Koalicję Otwartej Edukacji (KOED).
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
Jana Huttova
1. Bringing
Local Voices
to Policy
making
Diverse Talents for the Future of
Europe Conference
Brussels, March 5-6, 2012
Jana Huttova
2. Integration and Diversity
in Education in Europe (IDEE)
• On-going initiative of the Education Support program
(ESP) of the Open Society Foundation, London
• Combines 2 main lines of action:
– Advocacy actions at the European level:
– Support to collaborative projects at the local level
• A key element of both strands - research
• ESP’s role:
• to bring together key partners
• to enable the participation of new social actors, and
• to amplify the voices of the most affected communities
3. IDEE - BRINGING LOCAL VOICES TO
POLICY MAKING
The project co-funded by the EU (DG EAC) and the OSF in 2010
Five countries: Austria, Germany, United Kingdom (Northern
Ireland), Romania and Slovakia
In partnership with local non-governmental organisations with rich
experiences in working with disenfranchised groups:
- - Interkulturelles Zentrum (IZ), Austria
- - LIFE e.V., Germany
- - Integrated Education Fund (IEF) and Northern Ireland Council for Integrated
Education (NICIE), United Kingdom
- - Reading and Writing for Critical Thinking Association (RWCT), Romania
- - Wide Open School Foundation, Slovakia
4. MAIN GOALS
• To create community level frameworks to combat inequality and
foster equal educational opportunity;
• To develop innovative methods to enhance youth participation in
civil society;
• To promote and develop “the school” as a key connecting point
for activity around learning and social cohesion
• To look at disenfranchised youth as resources in their
communities for both personal and professional development.
5. Participation, diversity and
inclusion at the centre
Active involvement of diverse and often marginalised
groups (ethnic minorities – Roma, migrant
communities, with diverse religion background)
Diverse age categories of young people involved (from 10
-26 years old)
Citizens panels methodology
6. Citizens panels
• Method of direct participatory democracy to gathering the
opinion of the citizens on specific policy issues (education a
central theme for our project)
• Method that ensures inclusion of highly diversified social
groups and the quality and transparency of the discussions
• Tool of empowerment as marginalised communities are
directly involved (breaking the traditional power structure)
• Research method
7. Key messages From citizens panels
The youth have strong and
vibrant desire to get out of
the marginalised position
through participation.
All students and young people
involved in the CPs want to
get rid of their victim status.
They are eager to participate in
building an inclusive
education.
8. KEY PoLICY
Recommendations
from the citizens
panels
Inclusive education
Combating school segregation
Language support
Intercultural competences
Empowerment of disenfranchised
youth
Media
9. 1. Promote Inclusive
education
Inclusive education is the most appropriate education concept
that ensures equal opportunities for all children and youth.
Policy recommendations:
• Extend comprehensive education for as long as possible.
• Provide systematic support for disadvantaged and less
performing students
• Ensure flexible system allowing easier access to newcomers,
recognition of graduation from emigrant countries, new
alternative pathways to career development
10. 2. Combat school
segregation
• Fund teacher assistants with mother tongue
competence of pupils in the classrooms
• Scholarships to students with disadvantaged
background
• Ensure and fund mentoring and tutoring programs
11. 3. Language support
• Start in early childhood and make it part of a regular
school education
• Ensure diversity in language tuition provision
• Create opportunities for language support within and
outside schools
• Offer language courses to parents
• Multilingualism policies should embrace mother
tongue languages of children with migrant background
12. 4. Intercultural
competences
• All teachers should receive anti-bias training
• Qualification in intercultural competences should be
part of regular teachers’ education
• Schools in disadvantaged communities should have
qualified and high quality teachers
• Admission policies should encourage greater
enrollment of teacher students from diverse
backgrounds
13. 5. (Self-)Empowerment of
disenfranchised youth
“Don’t talk about us, talk with us, let us talk!”
“If you have learned to believe in yourself, you
can achieve your goals. Learning this requires
challenging oneself and getting
encouragement from others.”
• School policies and pedagogical practice should respect
diverse and often multiple identities of students
14. 6. media
• Media often convey negative pictures of minorities
and disseminate negative stereotypes.
• Media should be seen as a partner to raise public
awareness about the disenfranchisement of people in
general and to increase the positive news about that the
migrant group is bringing to society.
15. Lessons Learned
• To achieve policy goals, target groups need to brought
into policy making process
• Need to move beyond project life – ensure
participation, inclusion and empowerment of all social
partners, including the most vulnerable ones
• “Don’t talk about us, talk with us, let
us talk!”
