The document summarizes the findings of a survey on the competencies and competence development needs of adult educators in Nordic countries. Some key findings are:
- Adult educators consider subject knowledge, adult educational skills, and relationship skills most important. ICT and intercultural skills are considered least important.
- Educators feel strengthening pedagogical, didactic, subject knowledge, and practical experience would most improve their work.
- Public sector educators place more importance on treating adults as adults than self-employed educators. Privately employed prioritize communication skills more.
- Respondents support joint Nordic competence development, citing subject relevance, adult education relevance, and diversity across Nordic countries.
Falling Short? College Learning and Career SuccessRobert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for the Association of American Colleges and Universities by Hart Research Associates.
From November 3 to 11, 2014, Hart Research Associates conducted an online survey on behalf of the Association of American Colleges and Universities among 400 employers whose organizations have at least 25 employees and report that 25% or more of their new hires hold either an associate degree from a two-year college or a bachelor’s degree from a four-year college. Respondents are executives at private sector and nonprofit organizations, including owners, CEOs, presidents, C-suite level executives, and vice presidents. The objective of the survey is to understand which learning outcomes employers believe are most important to acquire to be able to succeed in today’s economy, how prepared they believe recent college graduates are in these areas, and employers’ feelings about the importance of applied and project-based learning in college.
In addition, from November 13 to December 3, 2014, Hart Research conducted an online survey among 613 college students. Respondents included 455 four-year college seniors (304 at public colleges and 151 at private colleges) and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months. This survey explored many of the same topics as the survey of employers in order to provide a comparative perspective among college students. This report highlights selected findings from both the research among employers and the survey of current college students.
The majority of employers continue to say that possessing both field-specific knowledge and a broad range of knowledge and skills is important for recent college graduates to achieve long-term career success. Very few indicate that acquiring knowledge and skills mainly for a specific field or position is the best path for long-term success. Notably, college students recognize the importance of having both breadth and depth of skills and knowledge for their workplace success.
Employers say that when hiring, they place the greatest value on demonstrated proficiency in skills and knowledge that cut across all majors. The learning outcomes they rate as most important include written and oral communication skills, teamwork skills, ethical decision-making, critical thinking, and the ability to apply knowledge in real-world settings. Indeed, most employers say that these cross-cutting skills are more important to an individual’s success at their company than his or her undergraduate major.
However, employers feel that today’s college graduates are not particularly well prepared to achieve the learning outcomes that they view as important. This critique applies to all of the 17 learning outcomes tested, including the cross-cutting skills that employers highly value.
EDUCAUSE Horizon Report | 2019 Higher Education Edition.
Informe completo @educause
The EDUCAUSE Horizon Report Preview provides summaries of each of the upcoming edition’s trends, challenges, and important developments in educational technology, which were ranked most highly by the expert panel. This year’s trends include modularized and disaggregated degrees, the advancing of digital equity, and blockchain.
For more than a decade, EDUCAUSE has partnered with the New Media Consortium (NMC) to publish the annual Horizon Report - Higher Education Edition. In 2018, EDUCAUSE acquired the rights to the NMC Horizon project.
Optimistic About the Future, But How Well Prepared? College Students' Views o...Robert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for The Association of American Colleges and Universities by Hart Research Associates.
From November 13 to December 3, 2014, Hart Research conducted an online survey on behalf of the Association of American Colleges and Universities among 613 college students—all of whom were ages 18 to 29 and within a year of obtaining a degree, or in the case of two-year college students, within a year of obtaining a degree or transferring to a four-year college. These students included 304 four-year public college seniors, 151 four-year private college seniors, and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months.
Prior to the survey, in September 2014, Hart Research conducted three focus groups among current college students. One group was convened in Waltham, Massachusetts, among seniors at private four-year colleges and universities. Two groups were held in Dallas, Texas—one group among seniors at public four-year colleges and universities and another group among students at community colleges who expect to receive their associate degree or transfer to a four-year college within the next 12 months.
The focus groups and survey were undertaken to explore college students’ views on what really matters in college, including what learning outcomes are most important to them personally and for their future success. The research also explored current college students’ sense of the job market today, their confidence in being able to secure a job, and how effectively they think that their college learning has prepared them for this. The research was designed to understand the learning outcomes students believe are most important to acquire to be able to succeed in today’s economy and how well they feel that their college or university has prepared them in these areas. It also explored their participation in various applied and project-based learning experiences, as well as their perceptions of the degree to which employers value these experiences when hiring recent college graduates.
The survey of college students was conducted in tandem with a survey of 400 employers, and explored many of the same topics to provide a comparison between these two audiences.
This report highlights key findings from the research among college students. Selected comparisons with employers are included where relevant. A report of selected findings from the survey of employers was released by AAC&U in January 2015.
Falling Short? College Learning and Career SuccessRobert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for the Association of American Colleges and Universities by Hart Research Associates.
From November 3 to 11, 2014, Hart Research Associates conducted an online survey on behalf of the Association of American Colleges and Universities among 400 employers whose organizations have at least 25 employees and report that 25% or more of their new hires hold either an associate degree from a two-year college or a bachelor’s degree from a four-year college. Respondents are executives at private sector and nonprofit organizations, including owners, CEOs, presidents, C-suite level executives, and vice presidents. The objective of the survey is to understand which learning outcomes employers believe are most important to acquire to be able to succeed in today’s economy, how prepared they believe recent college graduates are in these areas, and employers’ feelings about the importance of applied and project-based learning in college.
In addition, from November 13 to December 3, 2014, Hart Research conducted an online survey among 613 college students. Respondents included 455 four-year college seniors (304 at public colleges and 151 at private colleges) and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months. This survey explored many of the same topics as the survey of employers in order to provide a comparative perspective among college students. This report highlights selected findings from both the research among employers and the survey of current college students.
The majority of employers continue to say that possessing both field-specific knowledge and a broad range of knowledge and skills is important for recent college graduates to achieve long-term career success. Very few indicate that acquiring knowledge and skills mainly for a specific field or position is the best path for long-term success. Notably, college students recognize the importance of having both breadth and depth of skills and knowledge for their workplace success.
Employers say that when hiring, they place the greatest value on demonstrated proficiency in skills and knowledge that cut across all majors. The learning outcomes they rate as most important include written and oral communication skills, teamwork skills, ethical decision-making, critical thinking, and the ability to apply knowledge in real-world settings. Indeed, most employers say that these cross-cutting skills are more important to an individual’s success at their company than his or her undergraduate major.
However, employers feel that today’s college graduates are not particularly well prepared to achieve the learning outcomes that they view as important. This critique applies to all of the 17 learning outcomes tested, including the cross-cutting skills that employers highly value.
EDUCAUSE Horizon Report | 2019 Higher Education Edition.
Informe completo @educause
The EDUCAUSE Horizon Report Preview provides summaries of each of the upcoming edition’s trends, challenges, and important developments in educational technology, which were ranked most highly by the expert panel. This year’s trends include modularized and disaggregated degrees, the advancing of digital equity, and blockchain.
For more than a decade, EDUCAUSE has partnered with the New Media Consortium (NMC) to publish the annual Horizon Report - Higher Education Edition. In 2018, EDUCAUSE acquired the rights to the NMC Horizon project.
Optimistic About the Future, But How Well Prepared? College Students' Views o...Robert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for The Association of American Colleges and Universities by Hart Research Associates.
From November 13 to December 3, 2014, Hart Research conducted an online survey on behalf of the Association of American Colleges and Universities among 613 college students—all of whom were ages 18 to 29 and within a year of obtaining a degree, or in the case of two-year college students, within a year of obtaining a degree or transferring to a four-year college. These students included 304 four-year public college seniors, 151 four-year private college seniors, and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months.
Prior to the survey, in September 2014, Hart Research conducted three focus groups among current college students. One group was convened in Waltham, Massachusetts, among seniors at private four-year colleges and universities. Two groups were held in Dallas, Texas—one group among seniors at public four-year colleges and universities and another group among students at community colleges who expect to receive their associate degree or transfer to a four-year college within the next 12 months.
The focus groups and survey were undertaken to explore college students’ views on what really matters in college, including what learning outcomes are most important to them personally and for their future success. The research also explored current college students’ sense of the job market today, their confidence in being able to secure a job, and how effectively they think that their college learning has prepared them for this. The research was designed to understand the learning outcomes students believe are most important to acquire to be able to succeed in today’s economy and how well they feel that their college or university has prepared them in these areas. It also explored their participation in various applied and project-based learning experiences, as well as their perceptions of the degree to which employers value these experiences when hiring recent college graduates.
The survey of college students was conducted in tandem with a survey of 400 employers, and explored many of the same topics to provide a comparison between these two audiences.
This report highlights key findings from the research among college students. Selected comparisons with employers are included where relevant. A report of selected findings from the survey of employers was released by AAC&U in January 2015.
Recent Trends in General Education Design, Learning Outcomes, and Teaching Ap...Robert Kelly
This report summarizes key findings from a national survey among chief academic officers at AAC&U member institutions and explores how institutions are defining common learning outcomes, trends related to general education design and the use of emerging, evidence-based teaching and learning practices. This is the second report in a series featuring findings from the survey conducted by Hart Research Associates for AAC&U. (full reports and slides with findings are available free online at www.aacu.org/about/2015-membersurvey.)
This new report, "Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches," includes respondents from across the full spectrum of public, private, two-year, and four-year institutions.
What is on the five-year horizon for higher
education institutions? Which trends
and technology developments will drive
educational change? What are the critical
challenges and how can we strategize
solutions? These questions regarding technology
adoption and educational change steered the
discussions of 78 experts to produce the NMC Horizon
Report: 2017 Higher Education Edition, in partnership
with the EDUCAUSE Learning Initiative (ELI). This NMC
Horizon Report series charts the five-year impact of
innovative practices and technologies for higher
education across the globe. With more than 15 years of
research and publications, the NMC Horizon Project can
be regarded as education’s longest-running exploration
of emerging technology trends and uptake.
Bringing Equity and Quality Learning Together: Institutional Priorities for T...Robert Kelly
Key findings from a survey among 325 Chief Academic Officers or designated representatives at AAC&U member institutions, conducted July 15 to October 13, 2015, by Hart Research Associates for the Association of American Colleges and Universities
.
NewSchools’ Expanded Definition of Student Success Ed Tech Challenge was our most competitive to-date, yielding 192 applicants. This analysis offers a holistic perspective on the unique approaches, challenges, and opportunities of the current landscape of ed tech solutions supporting an expanded definition of student success. For funders and purchasers, this resource provides a detailed overview of the state of the entrepreneurial field and the options available. For ed tech innovators, it offers a window into the challenges and opportunities of this nascent space.
Presentation at the EDUCON2019 – IEEE Global Engineering Education Conference
Authors: Alicia García-Holgado, Andrea Vázquez-Ingelmo, Sonia Verdugo-Castro, Carina González, Mª Cruz Sánchez-Gómez, Francisco J. García-Peñalvo
A proposal for the PISA 2018 Assessment of Global CompetenceEduSkills OECD
Globalisation brings innovation, new experiences and higher living standards, but it equally contributes to economic inequity and social division. That’s why this generation requires new capacities. Young people need to collaborate with people from different disciplines, cultures and value systems, in a way that solves complex problems and creates economic and social capital. They need to bring judgement and action to difficult situations in which people’s beliefs and standards are at odds.
For some years, educators have been discussing how best to build these capacities. Is there a distinctive competence that equips young people for the culturally diverse and digitally-connected communities in which they work and socialise? And can students learn to mobilise knowledge, skills, values and attitudes, in order to act creatively, collaboratively and ethically?
These issues are now at the heart of international education discussion.
Provides basic background on 21st Century Framework and practical information that NC principals can use to support thier schools in moving forward with introducing and understanding 21st Century skills and resources. Modified from the NSBA Conference.
Education Governance in Action - Lessons from Case studiesEduSkills OECD
Effective governance of complex systems requires i) Aligning policies, roles and responsibilities; 2) Designing constructive accountability mechanisms that ensure quality yet leave room for innovation; 3) Stimulating capacity building and participatory governance; 4) Pursuing a long term vision and continuous strategic thinking; 5) Managing the complex interaction between knowledge and governance
What models of governance are effective in complex education systems? In all systems an increasing number of stakeholders are involved in designing, delivering and monitoring education. Like our societies, education systems are increasingly diverse regarding students, teachers and communities, as well as the values and identities we expect education to deliver. These trends have increased the complexity of education systems, leaving decision makers on all governance levels with the question of how to successfully manoeuvre in this highly dynamic policy area.
Governing Education in a Complex World addresses key challenges involved in governing modern education systems, looking specifically at complexity, accountability, capacity building and strategic thinking. The publication brings together research from the OECD Secretariat and invited chapters from international scholars to provide a state of the art analysis and a fresh perspective on some of the most challenging issues facing educational systems today.
Creating the open, dynamic and strategic governance systems necessary for governing complex systems is not easy. This volume challenges our traditional concepts of education governance through work on complexity, collaborative networks and decision-making. In doing so it sets the agenda for thinking about the inclusive and adaptable systems necessary for governing education in today’s world. The volume will be a useful resource for those interested in education governance and complexity, particularly policy-makers, education leaders, teachers and the education research community.
Presentation 2
LEBPASS Project - Work package 2
Developing the Lebanese Diploma Supplement Principles and Form (12 - 15 January 2020) in University of Cyprus, Nicosia
P21 Framework Definitions Page 1 of 9 Publication date 5.docxalfred4lewis58146
P21 Framework Definitions Page 1 of 9
Publication date: 5/15
P21 Framework Definitions
To help practitioners integrate skills into the teaching of key academic subjects, the
Partnership has developed a unified, collective vision for learning known as the
Framework for 21st Century Learning. This Framework describes the skills, knowledge
and expertise students must master to succeed in work and life; it is a blend of content
knowledge, specific skills, expertise and literacies.
Every 21st century skills implementation requires the development of key academic
subject knowledge and understanding among all students. Those who can think critically
and communicate effectively must build on a base of key academic subject knowledge.
Within the context of key knowledge instruction, students must also learn the
essential skills for success in today’s world, such as critical thinking, problem
solving, communication and collaboration.
When a school or district builds on this foundation, combining the entire Framework with
the necessary support systems—standards, assessments, curriculum and instruction,
professional development and learning environments—students are more engaged in the
learning process and graduate better prepared to thrive in today’s global economy.
While the graphic represents each element distinctly for descriptive purposes,
the Partnership views all the components as fully interconnected in the process
of 21st century teaching and learning.
P21 Framework Definitions Page 2 of 9
Publication date: 5/15
21st CENTURY STUDENT OUTCOMES
The elements described in this section as “21st century student outcomes” (represented
by the rainbow) are the knowledge, skills and expertise students should master to
succeed in work and life in the 21st century.
Key SUBJECTS AND 21st CENTURY THEMES
Mastery of key subjects and 21st century themes is essential for all students in
the 21st century. Key subjects include:
English, reading or language arts
World languages
Arts
Mathematics
Economics
Science
Geography
History
Government and Civics
In addition to these subjects, we believe schools must move to include not only a
focus on mastery of key subjects, but also promote understanding of academic
content at much higher levels by weaving 21st century interdisciplinary themes
into key subjects:
Global Awareness
Using 21st century skills to understand and address global issues
Learning from and working collaboratively with individuals representing
diverse cultures, religions and lifestyles in a spirit of mutual respect and
open dialogue in personal, work and community contexts
Understanding other nations and cultures, including the use of non-English
languages
Financial, Economic, Business and Entrepreneurial Literacy
Knowing how to make appropriate personal economic choices
Understanding the role of the economy .
Recent Trends in General Education Design, Learning Outcomes, and Teaching Ap...Robert Kelly
This report summarizes key findings from a national survey among chief academic officers at AAC&U member institutions and explores how institutions are defining common learning outcomes, trends related to general education design and the use of emerging, evidence-based teaching and learning practices. This is the second report in a series featuring findings from the survey conducted by Hart Research Associates for AAC&U. (full reports and slides with findings are available free online at www.aacu.org/about/2015-membersurvey.)
This new report, "Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches," includes respondents from across the full spectrum of public, private, two-year, and four-year institutions.
What is on the five-year horizon for higher
education institutions? Which trends
and technology developments will drive
educational change? What are the critical
challenges and how can we strategize
solutions? These questions regarding technology
adoption and educational change steered the
discussions of 78 experts to produce the NMC Horizon
Report: 2017 Higher Education Edition, in partnership
with the EDUCAUSE Learning Initiative (ELI). This NMC
Horizon Report series charts the five-year impact of
innovative practices and technologies for higher
education across the globe. With more than 15 years of
research and publications, the NMC Horizon Project can
be regarded as education’s longest-running exploration
of emerging technology trends and uptake.
Bringing Equity and Quality Learning Together: Institutional Priorities for T...Robert Kelly
Key findings from a survey among 325 Chief Academic Officers or designated representatives at AAC&U member institutions, conducted July 15 to October 13, 2015, by Hart Research Associates for the Association of American Colleges and Universities
.
NewSchools’ Expanded Definition of Student Success Ed Tech Challenge was our most competitive to-date, yielding 192 applicants. This analysis offers a holistic perspective on the unique approaches, challenges, and opportunities of the current landscape of ed tech solutions supporting an expanded definition of student success. For funders and purchasers, this resource provides a detailed overview of the state of the entrepreneurial field and the options available. For ed tech innovators, it offers a window into the challenges and opportunities of this nascent space.
Presentation at the EDUCON2019 – IEEE Global Engineering Education Conference
Authors: Alicia García-Holgado, Andrea Vázquez-Ingelmo, Sonia Verdugo-Castro, Carina González, Mª Cruz Sánchez-Gómez, Francisco J. García-Peñalvo
A proposal for the PISA 2018 Assessment of Global CompetenceEduSkills OECD
Globalisation brings innovation, new experiences and higher living standards, but it equally contributes to economic inequity and social division. That’s why this generation requires new capacities. Young people need to collaborate with people from different disciplines, cultures and value systems, in a way that solves complex problems and creates economic and social capital. They need to bring judgement and action to difficult situations in which people’s beliefs and standards are at odds.
For some years, educators have been discussing how best to build these capacities. Is there a distinctive competence that equips young people for the culturally diverse and digitally-connected communities in which they work and socialise? And can students learn to mobilise knowledge, skills, values and attitudes, in order to act creatively, collaboratively and ethically?
These issues are now at the heart of international education discussion.
Provides basic background on 21st Century Framework and practical information that NC principals can use to support thier schools in moving forward with introducing and understanding 21st Century skills and resources. Modified from the NSBA Conference.
Education Governance in Action - Lessons from Case studiesEduSkills OECD
Effective governance of complex systems requires i) Aligning policies, roles and responsibilities; 2) Designing constructive accountability mechanisms that ensure quality yet leave room for innovation; 3) Stimulating capacity building and participatory governance; 4) Pursuing a long term vision and continuous strategic thinking; 5) Managing the complex interaction between knowledge and governance
What models of governance are effective in complex education systems? In all systems an increasing number of stakeholders are involved in designing, delivering and monitoring education. Like our societies, education systems are increasingly diverse regarding students, teachers and communities, as well as the values and identities we expect education to deliver. These trends have increased the complexity of education systems, leaving decision makers on all governance levels with the question of how to successfully manoeuvre in this highly dynamic policy area.
Governing Education in a Complex World addresses key challenges involved in governing modern education systems, looking specifically at complexity, accountability, capacity building and strategic thinking. The publication brings together research from the OECD Secretariat and invited chapters from international scholars to provide a state of the art analysis and a fresh perspective on some of the most challenging issues facing educational systems today.
Creating the open, dynamic and strategic governance systems necessary for governing complex systems is not easy. This volume challenges our traditional concepts of education governance through work on complexity, collaborative networks and decision-making. In doing so it sets the agenda for thinking about the inclusive and adaptable systems necessary for governing education in today’s world. The volume will be a useful resource for those interested in education governance and complexity, particularly policy-makers, education leaders, teachers and the education research community.
Presentation 2
LEBPASS Project - Work package 2
Developing the Lebanese Diploma Supplement Principles and Form (12 - 15 January 2020) in University of Cyprus, Nicosia
P21 Framework Definitions Page 1 of 9 Publication date 5.docxalfred4lewis58146
P21 Framework Definitions Page 1 of 9
Publication date: 5/15
P21 Framework Definitions
To help practitioners integrate skills into the teaching of key academic subjects, the
Partnership has developed a unified, collective vision for learning known as the
Framework for 21st Century Learning. This Framework describes the skills, knowledge
and expertise students must master to succeed in work and life; it is a blend of content
knowledge, specific skills, expertise and literacies.
Every 21st century skills implementation requires the development of key academic
subject knowledge and understanding among all students. Those who can think critically
and communicate effectively must build on a base of key academic subject knowledge.
Within the context of key knowledge instruction, students must also learn the
essential skills for success in today’s world, such as critical thinking, problem
solving, communication and collaboration.
When a school or district builds on this foundation, combining the entire Framework with
the necessary support systems—standards, assessments, curriculum and instruction,
professional development and learning environments—students are more engaged in the
learning process and graduate better prepared to thrive in today’s global economy.
While the graphic represents each element distinctly for descriptive purposes,
the Partnership views all the components as fully interconnected in the process
of 21st century teaching and learning.
P21 Framework Definitions Page 2 of 9
Publication date: 5/15
21st CENTURY STUDENT OUTCOMES
The elements described in this section as “21st century student outcomes” (represented
by the rainbow) are the knowledge, skills and expertise students should master to
succeed in work and life in the 21st century.
Key SUBJECTS AND 21st CENTURY THEMES
Mastery of key subjects and 21st century themes is essential for all students in
the 21st century. Key subjects include:
English, reading or language arts
World languages
Arts
Mathematics
Economics
Science
Geography
History
Government and Civics
In addition to these subjects, we believe schools must move to include not only a
focus on mastery of key subjects, but also promote understanding of academic
content at much higher levels by weaving 21st century interdisciplinary themes
into key subjects:
Global Awareness
Using 21st century skills to understand and address global issues
Learning from and working collaboratively with individuals representing
diverse cultures, religions and lifestyles in a spirit of mutual respect and
open dialogue in personal, work and community contexts
Understanding other nations and cultures, including the use of non-English
languages
Financial, Economic, Business and Entrepreneurial Literacy
Knowing how to make appropriate personal economic choices
Understanding the role of the economy .
EU Project TAU's Seminar 1 material - Part 2
Creation of favorable educational environment, management and planning work with adult learners: Educating different audiences
The Rennie Center for Education Research & Policy will present findings from their recent research report, A New Era of School Reform: Preparing All Students for Success in College, Career and Life, that highlights the strategies Massachusetts superintendents, charter school leaders, principals and teachers are using to incorporate 21st century skills into teaching and learning in order to better prepare their students for postsecondary success. Presenters will provide examples that illustrate what the integration of 21st century skills looks like at the district, school and classroom levels.
Delivered by George Smuga of Scottish Government at the Annual Conference of the Chartered Institute of Library and Information Professionals in Scotland (CILIPS), which took place 1-3 June 2009.
Kicd curriculum reform needs assessment findings report by Dr Julius Jwan...Joseph Mwanzo
Kenya Institute of Curriculum Development conducted a needs assessment study in all the counties in Kenya to gather the views of Kenyans about the kind of curriculum they expect Kenyan child to go through from Early childhood education to below university level of education in the 21st century.The following is a presentation of the findings report by Dr Julius Jwan, -CEO-KICD -April, 2016.
Presentation 'A National Information Literacy Framework for Scotland. How did we get here?' for Wales Higher Education Libraries Forum seminar on An Information Literacy Framework for Wales?
Nordisk nettverk for voksnes læring (NVL) arrangerer årlige møter med de i Norden som har ansvar for EU Agenda’en. Møtene arrangeres av det land som har ansvar for formannskapet for Nordisk ministerråd (NMR).
Nordisk nettverk for voksnes læring (NVL) arrangerer årlige møter med de i Norden som har ansvar for EU Agenda’en. Møtene arrangeres av det land som har ansvar for formannskapet for Nordisk ministerråd (NMR).
Nordisk nettverk for voksnes læring (NVL) arrangerer årlige møter med de i Norden som har ansvar for EU Agenda’en. Møtene arrangeres av det land som har ansvar for formannskapet for Nordisk ministerråd (NMR).
Nordisk nettverk for voksnes læring (NVL) arrangerer årlige møter med de i Norden som har ansvar for EU Agenda’en. Møtene arrangeres av det land som har ansvar for formannskapet for Nordisk ministerråd (NMR).
Nordisk nettverk for voksnes læring (NVL) arrangerer årlige møter med de i Norden som har ansvar for EU Agenda’en. Møtene arrangeres av det land som har ansvar for formannskapet for Nordisk ministerråd (NMR).
Nordisk nettverk for voksnes læring (NVL) arrangerer årlige møter med de i Norden som har ansvar for EU Agenda’en. Møtene arrangeres av det land som har ansvar for formannskapet for Nordisk ministerråd (NMR).
Karriereveiledning.no er et offentlig tilbud til den norske befolkningen hvor alle innbyggerne kan få gratis karriereveiledning via chat eller telefon. Etter åtte måneder i drift ønsker de å dele deres erfaringer.
Præsentation af og introduktion til e-læringsværktøjer udviklet af Kompetanse Norge. Herunder værktøjerne regnecheck, regnetest og e-læring i regning. Disse vil være knyttet til Kompetanse Norges definition af regning og læringsmål for voksne. Med Tanja Aas, seniorrådgiver, Kompetense Norge.
Professor Gilly Salmon, CEO & Principal Consultant at Education Alchemists Ltd.
Now and next: Adult education and training in a post-pandemic world. How we can grasp the disruption and turn it into a sustainable and valuable way forward.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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The Adult Educator's Competences and Competence Development
1. The Adult Educator’s Competences
and Competence Development
Report written by Sprogøe, Vetterlain, Marquard & Vangdrup
Presentation, NVL/Nordplus-conference, Lund
27/9 2017
Jonas Sprogøe, ph.d.
2. In this presentation, I will:
- Provide some background for the survey and
the report
- Present some of the key findings and related
questions
- Initiate and facilitate a process that gives more
input for the future work of NVL/Nordplus
3. Outset
The Nordic countries all
have a well-established
and broad-based adult
education system aimed
at developing, adapting
and strengthening adult
competences to a rapidly
changing society and
labour market.
The Nordic Council of
Ministers, NMR, has a
vision of the Nordic region
as a strong knowledgeable
region, with well-
functioning education,
research and innovation
environments across
borders.
4. Why this survey?
Nordic reports show that at system level there is a lack of attention to and support
of adult educators, with regards to competence development, qualifications and
professionalism
NMR has a wish to extend the knowledge of the need for adult educators’
competence development
The purpose of the survey?
The report supplements the findings and conclusions of previous reports by
mapping the competence needs that the adult educator has experienced him or
herself.
Clarify the adult educator’s approach to joint Nordic education initiatives within
adult learning
A tendency analysis to provide perspectives and questions on the adult educator’s
competences and competence needs
Provide basis for recommendations for further work on
the competence development of Nordic adult
educators
5. Who is this survey about?
Adult learning and competence development take place in various settings;
e.g. educational institutions, professional organisations, private and public
workplaces as well as civil society
The term ‘Adult Educator’ covers several roles: e.g. teacher, facilitator,
consultant, advisor and volunteer coordinator.
How have we done the survey?
A questionnaire has been sent to a wide range of adult educators within
private, public and civil society frameworks through already known Nordic
networks in Norway, Sweden, Denmark, Iceland and Finland, as well as the
autonomous territories with an invitation to forward the questionnaire to
other relevant persons
A broad definition and a large number of respondents and
broadly distributed
9. Being able to treat adult participants as adults
To have knowledge about adults’ learning and learning
processes
To have updated subject specific knowledge
To have updated practice experiences
Being able to communicate
Being able to structure and plan
Being able to use information and communication technology
Being able to relate constructively to the resistance of adults
Being able to use activating working methods
Being able to give guidance to adults
Being able to work in intercultural contexts
10. Key findings and questions
Adult educators generally consider
all selected 11 competencies
important
Especially subject specific
competences, adult educational and
didactic skills are considered highly
important
But also relational skills is given high
importance
ICT and intercultural competence is
rated the least important
12. Key findings and questions
The majority believes that it will ‘to a
large extent’ or ‘to some extent’
strengthen their work if they improve at
the specified competences
Pedagogical and didactical skills are
considered very important to strengthen
Subject-specific knowledge and practical
experiences would strengthen their work
Supplementary areas of competence are
mentioned as relevant areas for
competence development
14. Key findings and questions
The 11 areas of competence are prone
to enhance one’s work, although some
differences appear
45% of employees in public sector rate
that it to a high degree would strengthen
their work to improve “treating the adult
as adult”, wheras only 25% of self-
employed (consultants etc.) think the
same.
Privately employed rate the need for
improving communication competence
higher than other sector groups
Self-employed rate the need for improving
ICT-competences lower than employees in
public sector.
The differences between the
employment groups, could call for a
differentiation in focus and scope of
competence development
16. Key findings and questions
Respondents are predominantly
positive toward joint Nordic
competence development activities
Subject-specific relevance and adult
educational relevance are stated to
be of particular importance
The uniformity of the Nordic
countries as well as the diversity of
the countries is used as a reason for
the value of joint transnational
competence development
17. Process in two steps
Individually
Fill out the competence sheet – just 2-3 minutes
What do you consider the most important competences in
relation to adult education?
What are your most important competence development
needs?
In groups
Discuss the question at the table
Please note answers, reflections and comments on flip-
charts
18. • The cards in the same colour have the same questions
– Red card is about culture and intercultural competences
– Green card is about the respondents rating of a need for
adult pedagogy and didactics
– Yellow card is about creating subject-specific courses
across borders
– Blue card is about the Nordic dimension and how this can
be used for future development of courses and education
• The answers are used as input in the process of the
possible development of a joint nordic competence
development aimed at adult educators
20. Competence sheet
What do you consider the most important competences in
relation to adult education?
Please, prioritize the competences according to importance
Being able to treat adult participants as adults
To have knowledge about adults’ learning and learning
processes
To have updated subject specific knowledge
To have updated practice experiences
Being able to communicate
Being able to structure and plan
Being able to use information and communication
technology
Being able to relate constructively to the resistance of adults
Being able to use activating working methods
Being able to give guidance to adults
Being able to work in intercultural contexts
What are your most important competence development needs?
Please, prioritize which competences could strenghten your work
as an adult educator, if developed
Being able to treat adult participants as adults
To have knowledge about adults’ learning and learning
processes
To have updated subject specific knowledge
To have updated practice experiences
Being able to communicate
Being able to structure and plan
Being able to use information and communication technology
Being able to relate constructively to the resistance of adults
Being able to use activating working methods
Being able to give guidance to adults
Being able to work in intercultural contexts
21. Question
Please, share some insights from the Competence Sheet,
then discuss:
Which significance should culture be given in the
teaching situation, and does it require specific
competences to teach in intercultural settings?
How can Nordplus/NVL work with this area on a joint
Nordic level?
Please provide 2-3 concrete suggestions
22. Question
Please, share some insights from the Competence Sheet,
then discuss:
How may we interpret the respondents’ relatively high
weighting of the importance of strengthening their
competences within the areas of adult education and
didactics?
How can Nordplus/NVL work with this area on a joint
Nordic level?
Please provide 2-3 concrete suggestions
23. Question
Please, share some insights from the Competence Sheet, then
discuss:
Which challenges and potentials can there be when organizing
subject-specific courses or competence development aimed at
professional groups across borders?
How can Nordplus/NVL work with this area on a joint Nordic
level?
Please provide 2-3 concrete suggestions
24. Question
Please, share some insights from the Competence Sheet, then
discuss:
How may we interpret the particular ‘Nordic-ness’, and how
can that be used as an outset for organizing, doing and
branding transnational competence development
activities?
How can Nordplus/NVL work with this area on a joint
Nordic level?
Please provide 2-3 concrete suggestions
Editor's Notes
I have the pleasure of presenting the report The Adult Educators Competences and Competence Development on behalf of the authors.
This presentation consists of three parts.
First I will provide a little background for the survey and the report to give some context
Then I will present some of the key findings, and present some of the related questions that arose from our analysis.
And finally, I will facilitate a process that gives us more input for the future work of deciding if and how to develop competence development for adult educators in the Nordic countries.
The outset or the background for the report and our analysis are twofold:
1: we already have a well-established adult education system, and as such are already used to adapt to chanigng conditions, changing societies and labour markets. So the report is not a contribution to establishing or making up any such systems, but can build on and nuance the already existing debate on adult education in the Nordic countries.
2: and the report can be seen as one of many contributions to fulfilling the vision of the Nordic Council of Ministers of the Nordic region as a strong knowledgable region with strong education, research and innovation environments across borders.
With these two perspectives in mind, I will explain more in detail why’s and how’s of the report.
1
When reading through various other reports, is appears, that at a systems level, there is a lack of attention to and support of adult ecucatiors, with regards to competence devlopment.
And with the afore mentioned societal and demographic changes, there are new demands for competences for the adult educator, as well as on an instittutional level.
And of course it is in the interest of Nordic Council of Ministers to know more about these demands to meet future needs for competent adult educators.
2
So the purpose of the study was to build on and supplement previous reports by focusing on the competence needs from a practitioners perspective. We wanted to know more about the adult educators’ own experiences with and needs for competence development.
Also, we wanted to know more about the experiences with and needs for joint Nordic education and competence development.
And we wanted to provide new perspectives and ask new questions to the adult educator’s competences and competence needs.
The purpose of all this is to provide basis for recommendations for further work on the competence development of Nordic adult educators.
1
We have used a broad definition of the adult education; one that covers teacher, facilitator, consultant etc. We have done so to acknowledge that adult education takes place in a variety of settings – from formal education in educational institutions to more informal contexts in private and public workplaces,
2
We have sent the questionnaire to a wide range of adult educators with in the different settings with an invitation to pass it on. Some of you have probably received it and passed it on to colleagues and networks. In total more than 800 people started the questionnaire and more than 500 have completed the entire set of questions. WE have tested for these inconsistencies in the analysis.
So to reiterate, the special feature of this study is that we ask about the practitioners’ own experiences and needs.
The survey is a tendency analysis that provides a number of perspectives on the adult educator’s competences and competence needs, as well as posing new questions that may be subject to further investigation or be subject to more research and further
The study focuses on four themes:
The respondents’ experience of the importance of different competences for working with adult learning
heir own competence needs
This is what we call a competence dimension, and it highlights the competences considered important and to what extent the respondents consider a need to be developed
Then we have a target group dimension where we explore:
3) Competence needs in relation to sector affiliation, e.g are there differences to the questions whether you are puiblic or privately engaged, whether your are in formal or informal adult education.
4) And we inverstigate conditions for participation, including the respondents’ experiences with Nordic cooperation on competence development and if there are any conditioning factors that needs to be considered.
All this should is meant to provide a closer understanding of how to plan and organise competence development in relation to form, content and target group.
But let me introduce the different dimensions.
We have asked the respondents to score a number of competences in relation to how important they are for their work as adult educators. I will not go into too much detail with the numbers, as it can be a very boring presentation.
But based on the reading of another report on Nordic adult education, namely The Nordic Adult Educator (Marquard and Sørensen) from 2011, we derived these 11 competences.
The key findings.
We have not asked the respondents to compare the competences, but they generally consider all selected 11 competencies important
But also relational skills is given high importance (meeting the adult as adults and guidance)
It raises a number of questions that can be used in subequent research on joint Nordic adult educators competence development.
We have also asked the repsondents to what extent they believe that improving the 11 selected competencies would strengthen their work as adult educators. In other words, we have tried to find out what competences could lead to better adult educators.
Supplementary areas of competence, such as knowledge of target group problems, didactical tools, educational management and transfer and jobmarket, are mentioned as relevant areas for competence development – in the report you can see some examples of the suggestions, that people give.
In terms of target group we have analysed how different target groups have responded to the different questions in order to look for variations, that might be considered when planning for competence development.
The key findings relate to how different groups have responded to the need for improving certain competences.
1
In general: The 11 areas of competence are prone to enhance one’s work, although some differences appear:
45% of employees in public sector rate that it to a high degree would strengthen their work to improve “treating the adult as adult”, wheras only 25% of self-employed (consultants etc.) think the same.
Privately employed rate the need for improving communication competence higher than other sector groups
Self-employed rate the need for improving ICT-competences lower than employees in public sector.
2
The differences between the employment groups, could call for a differentiation in focus and scope of competence development
The last focus area of survey is about the wish for and conditions for participating in joint Nordic competence development
1
Nice to know that respondents are positive towards joint Nordic Competence development. It gives a sound base to work from, I think.
2
Of particular important is stated subject-specific relevance and adult educational relevance. `Whether it is important for the employer is rated lower, as is location, price and duration.
3
We also asked the repondents to elaborate on the value of joint Nordic competence development, and two stated reasons stands out: the uniformity of the Nordic countries are used as argument, as well as the diversity.
Hvilken betydning bør kultur tillægges i undervisningssituationen, og kræver det særlige kompetencer at undervise i interkulturelle sammenhænge?
Hvordan kan man forstå respondenternes relativt høje vægtning af vigtigheden af at blive bedre til voksenpædagogik og –didaktik?
Hvilke udfordringer kan der være ved at tilrettelægge specifikke fagkurser eller kompetenceudviklingsforløb rettet mod faggrupper på tværs af landegrænser?
Hvori består det særligt nordiske, og hvordan kan dette bruges som afsæt for tilrettelæggelse, afvikling og markedsføring af fælles tværnationale kompetenceudviklingsaktiviteter?