Švietimo mainų paramos fondo informaciniame leidinyje "Mokomės visą gyvenimą" galite rasti informaciją apie ŠMPF administruojamų projektų aktualijas, įvairius renginius, naujausius leidinius. Taip pat čia yra pateikiamos kitų ES paramą administruojančių organizacijų naujienos.
This document outlines a three-day training program held in Podgorica, Montenegro from April 12-14, 2016 on building the capacity of Montenegrin consumer NGOs in the field of food safety and quality. The training covered topics such as food safety and quality, organization management, funding opportunities, social media campaigns, and conducting trainings. It included presentations, group sessions to develop action plans, and discussions led by experts from Lithuania on strengthening Montenegrin NGOs and empowering them to actively participate in decision making around food safety and quality issues. The objective was to contribute to developing a high level of consumer protection in Montenegro.
The document summarizes the activities and publications of the project "ID Theft: Prevention through Education" carried out in Lithuania between 2013-2015. The project conducted surveys, educational events, campaigns and competitions to increase awareness about identity theft among the public. It produced publications such as presentations for teachers, notebooks for students and schoolchildren, and an animated comic series on its website to educate about identity theft prevention.
Švietimo mainų paramos fondo informaciniame leidinyje "Mokomės visą gyvenimą" galite rasti informaciją apie ŠMPF administruojamų projektų aktualijas, įvairius renginius, naujausius leidinius. Taip pat čia yra pateikiamos kitų ES paramą administruojančių organizacijų naujienos.
This document outlines a three-day training program held in Podgorica, Montenegro from April 12-14, 2016 on building the capacity of Montenegrin consumer NGOs in the field of food safety and quality. The training covered topics such as food safety and quality, organization management, funding opportunities, social media campaigns, and conducting trainings. It included presentations, group sessions to develop action plans, and discussions led by experts from Lithuania on strengthening Montenegrin NGOs and empowering them to actively participate in decision making around food safety and quality issues. The objective was to contribute to developing a high level of consumer protection in Montenegro.
The document summarizes the activities and publications of the project "ID Theft: Prevention through Education" carried out in Lithuania between 2013-2015. The project conducted surveys, educational events, campaigns and competitions to increase awareness about identity theft among the public. It produced publications such as presentations for teachers, notebooks for students and schoolchildren, and an animated comic series on its website to educate about identity theft prevention.
This document discusses efforts in Northern Ireland to address gender imbalance in STEM fields through policies, reports, and networks. It outlines the background of the issue and goals to improve gender balance. Key activities include launching a report on the business case for diversity with good practice guidelines, a STEM CEO Charter that organizations can sign, and a STEM Employers Equality Network for sharing best practices. Over 70 organizations have now committed to the Charter and Network events have addressed topics like mentoring, networking, and challenging bias. The initiatives aim to increase women's participation in STEM careers through resources and support.
This document discusses the Netherlands' policy to encourage more girls to pursue STEM (Science, Technology, Engineering, and Mathematics) fields. The policy was developed due to the Netherlands having a low percentage of female students and workers in STEM compared to other countries.
The policy aims to shift perceptions about girls and STEM, inform girls about STEM career options, and raise awareness of gender biases. It is implemented through the nonprofit VHTO, which provides programs in primary and secondary schools like lessons breaking down gender stereotypes, role model databases, and events introducing girls to female STEM professionals. The goal is to increase the number of girls who choose STEM studies and careers.
1. This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein
FORWARD kompetenciju aplankas
2. This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein
FORWARD kompetencijų aplankas – dokumentų
rinkinys, kuriame kaupiama informacija apie
moterų gyvenimo patirtį, jų mokymąsi, apmokamą
ir neapmokamą darbą, ir dokumentiniai įrodymai,
patvirtinantys šių kompetencijų įgijimą.
3. This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein
• Aplankas sudarytas laikantis Europass
gyvenimo aprašymo formos.
4. This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein
FORWARD kompetencijų aplanko skyriai:
1 skyrius. Asmeninė informacija
2 skyrius. Patirtis (įtraukiant ne tik apmokamą darbą, bet ir
neapmokamo darbo patirtį, pvz., globos ir priežiūros užduočių
atlikimą, dalyvavimą bendruomeninėje veikloje ir net patį migracijos
procesą)
3 skyrius. Ugdymas ir mokymas
5. This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein
4 skyrius. Kompetencijos. Detalus sąrašas visų įgūdžių ir
kompetencijų, įgytų mokantis, dirbant ir kasdienio gyvenimo
situacijose.
5 skyrius. Kalbų pasas. Kalbos įgūdžių sąrašas (gimtoji kalba,
priimančiosios šalies kalbos bei kitų kalbų įgūdžiai), sudarytas
Europass kalbų paso struktūros pagrindu.
6. This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein
6 skyrius. Įrodymai. Lentelė, kurioje pateikiamas
dokumentų, įrodančių įgytas kompetencijas, sąrašas.
7 skyrius. Papildoma informacija.
8 skyrius. Priedai.
7. This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein
Siekiant palengvinti ir paskatinti aplanko naudojimą,
parengtos detalios aplanko integravimo į FORWARD
metodiką gairės.
8. This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein
Atkreipiame dėmesį
• Šis aplankas nėra priemonė, kurią būtų galima
tiesiogiai taikyti darbo rinkoje. Tai nėra gyvenimo
aprašymas, kuris būtų siunčiamas teikiant paraišką
konkrečiam darbui.
9. This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein
Parengtos dvi FORWARD kompetencijų aplanko
formos:
1. Popierinė - ši forma parengta taip, kad ją galima
atspausdinti ir padalinti moterims. Gavusios šią
formą, jos gali paruošti pirmąjį savo kompetencijų
aplanko variantą.
2. Elektroninė
10. This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein
Bendros rekomendacijos specialistams
• Specialistas gali pasiūlyti pagalbą aplanką ruošiančioms
moterims tiek individualiai, tiek grupėje. Abiejų darbo
metodų sujungimas gali būti labai produktyvus.
• Ypač rekomenduojama moterims pirmiausia perskaityti
ir užpildyti popierinę versiją (su trumpais nurodymais ir
patarimais) ir po to perkelti informaciją į kompiuterinę
bylą.
11. This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein
• Kaip ir FORWARD klausimyno atveju, jei moterys
migrantės nėra gerai įvaldžiusios priimančios šalies
kalbos, jos gali nuspręsti pildyti FORWARD
kompetencijų aplanką savo gimtąja kalba.
• Parengtos klausimyno versijos septyniomis kalbomis –
anglų, suomių, vokiečių, italų, lietuvių, rumunų ir ispanų
kalbomis.
12. This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein
Kompetencijų įteisinimas
Mokymosi rezultatų įteisinimas yra kompetentingos
įstaigos patvirtinimas, kad formaliu, neformaliu ir
savaiminiu būdu įgytų individualių asmenų žinios, įgūdžiai
ir/arba kompetencijos yra patvirtinti/-os, remiantis iš anksto
nustatytais kriterijais ir atitinka įteisinimo standarto
reikalavimus. Paprastai įteisinimas veda į sertifikavimą.
13. This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein
Įteisinimo nauda
• Dalyvių motyvacija pasinaudoti įteisinimo galimybėmis
gali paskatinti jas žengti mokymosi visą gyvenimą keliu.
• Įgytų kompetencijų įteisinimas padeda socialinėje
atskirtyje atsidūrusiems asmenims reintegruotis į darbo
rinką ir apskritai visuomenės gyvenimą.
14. This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein
• Imigrantų ir pabėgėlių atveju ankstesnės
mokymosi ir/arba darbo patirties kompetencijų
nustatymas ir įteisinimas gali užkirsti kelią
rasizmui ir diskriminavimui.
15. This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein
•Neformalaus ir savaiminio mokymosi rezultatų
pripažinimas tolygus tikram socialinės ir profesinės
integracijos mechanizmui, ypač jei būtų įmanoma
pripažinimo procedūrą užbaigti per santykinai
trumpą laikotarpį.