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The document discusses the history and goals of the European Union and citizenship. It describes how Jacques Delors pushed for greater integration beyond just an economic community. The 1992 Maastricht Treaty established the European Union and introduced the euro currency and European citizenship. The document then outlines several educational programs under the EU, including Comenius, which aims to foster partnerships between schools. It provides an example of one such partnership formed between seven schools in seven countries to work on a project about value education and ecological responsibility.
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Aiesec History Nlds 2009 India
AIESEC started in 1945 to develop student leaders in Europe after World War 2 and rebuild connections between countries. It grew from a small student exchange program to the largest student organization in the world, facilitating thousands of international internships annually across every continent. Today, AIESEC continues its mission of providing leadership development and cultural understanding to students globally despite changes in the world and remains as relevant as ever to its goal of training tomorrow's leaders.
AIESEC History
After World War 2 left Europe in ruins, with 55 million deaths and hatred between nations, students from 8 countries met in Paris in 1946 to begin organizing an exchange program. They formally established AIESEC at a meeting in Stockholm in 1948 with the goal of promoting tolerance through international exchanges. Starting with 7 countries and 250 members, AIESEC grew steadily over the following decades, spreading to all continents and facilitating thousands of internships annually by the 1960s. It continued expanding its global reach and member programs over subsequent decades, reaching 90 countries and over 20,000 members by 2005.
AIESEC Way & History
A brief presentation explaning about AIESEC Way & History. AIESEC is the world's largest youth-run organization that provides a platform for young people to develop their leadership potential.
This presentation is brought in Yogyakarta Youth Conference 1.0 held by AIESEC UGM at Kaliurang, September 27-29th 2014
Copyright 2013
Discover our company
This document summarizes the history of AIESEC, from its founding in 1948 after World War 2 to promote cultural understanding between countries, to its growth into the largest student-run organization globally by the 1980s. Key events include AIESEC starting with 7 students in Europe in 1948 and exchanging 89 internships, expanding to all continents by 1965, and now having a presence in over 1,700 universities with over 45,000 members facilitating over 9,000 internship exchanges annually. The document emphasizes that AIESEC's long history has been driven by students believing in its mission to develop youth leadership and promote positive social impact.
Aiesec history
AIESEC began in 1946 in Belgium and has since grown to be active in over 100 countries. Over its 60+ year history, it has exchanged over 350,000 students through internship programs. In the early years, exchanges were organized manually through forms at annual congresses, while today matching is done online. AIESEC has also expanded its mission beyond Europe to include countries on all inhabited continents and behind the Iron Curtain.
Ireland Strand 1 - Language and Communication
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Ireland Strand 1 - Language and Communication
The document discusses promoting integration of refugees and migrants through education, with a focus on Ireland. It emphasizes the importance of acquiring the host country's language for integration, access to services, employment, and participation in society. In Ireland, English language courses and adult literacy programs are provided through local Education and Training Boards and various community organizations to help refugees and migrants learn English and build skills. Civic participation and active citizenship are also highlighted as important for integration and contributing to the community.
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Aiesec History Nlds 2009 India
AIESEC started in 1945 to develop student leaders in Europe after World War 2 and rebuild connections between countries. It grew from a small student exchange program to the largest student organization in the world, facilitating thousands of international internships annually across every continent. Today, AIESEC continues its mission of providing leadership development and cultural understanding to students globally despite changes in the world and remains as relevant as ever to its goal of training tomorrow's leaders.
AIESEC History
After World War 2 left Europe in ruins, with 55 million deaths and hatred between nations, students from 8 countries met in Paris in 1946 to begin organizing an exchange program. They formally established AIESEC at a meeting in Stockholm in 1948 with the goal of promoting tolerance through international exchanges. Starting with 7 countries and 250 members, AIESEC grew steadily over the following decades, spreading to all continents and facilitating thousands of internships annually by the 1960s. It continued expanding its global reach and member programs over subsequent decades, reaching 90 countries and over 20,000 members by 2005.
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A brief presentation explaning about AIESEC Way & History. AIESEC is the world's largest youth-run organization that provides a platform for young people to develop their leadership potential.
This presentation is brought in Yogyakarta Youth Conference 1.0 held by AIESEC UGM at Kaliurang, September 27-29th 2014
Copyright 2013
Discover our company
This document summarizes the history of AIESEC, from its founding in 1948 after World War 2 to promote cultural understanding between countries, to its growth into the largest student-run organization globally by the 1980s. Key events include AIESEC starting with 7 students in Europe in 1948 and exchanging 89 internships, expanding to all continents by 1965, and now having a presence in over 1,700 universities with over 45,000 members facilitating over 9,000 internship exchanges annually. The document emphasizes that AIESEC's long history has been driven by students believing in its mission to develop youth leadership and promote positive social impact.
Aiesec history
AIESEC began in 1946 in Belgium and has since grown to be active in over 100 countries. Over its 60+ year history, it has exchanged over 350,000 students through internship programs. In the early years, exchanges were organized manually through forms at annual congresses, while today matching is done online. AIESEC has also expanded its mission beyond Europe to include countries on all inhabited continents and behind the Iron Curtain.
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The document discusses the importance of language acquisition for refugee and migrant integration. It notes that lacking knowledge of the host country's language limits access to information, services, the ability to express needs and relate to the local community. Additionally, language proficiency is required for education/training courses and entering the job market. The document then provides examples of English language courses and programs available in Ireland to help refugees and migrants learn the language.
Ireland Strand 1 - Language and Communication
The document discusses promoting integration of refugees and migrants through education, with a focus on Ireland. It emphasizes the importance of acquiring the host country's language for integration, access to services, employment, and participation in society. In Ireland, English language courses and adult literacy programs are provided through local Education and Training Boards and various community organizations to help refugees and migrants learn English and build skills. Civic participation and active citizenship are also highlighted as important for integration and contributing to the community.
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The document outlines Catalonia's Plurilingual Project, an educational framework for promoting diversity and social cohesion. It discusses Catalonia's social and educational history with immigration and language policy. The project aims to build identity through accepting diversity, build community through social cohesion, and build knowledge with lifelong learning skills. It promotes the Catalan language as common to all while respecting cultural differences. Strategies include various language immersion programs, teacher training, and resources to support inclusion and student success.
Quality in education
Education is a birth right of every person. Education helps to develop the cognitive ability which helps to discern between good and bad. Quality education should be made accessible for everyone. http://www.iao.org/what-are-the-quality-assurance-standards/ gives an insight on standards that are deemed as essential in education.
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Pos-ita
The document discusses what materials can be recycled and the benefits of recycling. It notes that a bicycle can be made from 500 aluminum cans, a pot can be made from 13 steel boxes, 90% of cardboard is made from recycled paper, and 60% of bottles are made from recycled glass. It encourages recycling waste materials into new production cycles and notes that bicycles produce no carbon dioxide emissions, consuming only clean energy. The document stresses that the future of the planet depends on giving used containers a second life through intelligent recycling.
Ecological problems lt
The document discusses ecological problems in Lithuania, including the overuse of fertilizers and chemicals, improper disposal of batteries and equipment, and waste management issues. It also notes that ecological farming has become more popular but its products are still expensive. The document then outlines some activities of the local school to promote environmental issues, such as student drawings on ecology, making toys and clothes from recycled materials, and upcoming projects to identify polluted areas and educate the public on waste sorting.
2000 16 Indicators For Quality On Education
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Booklet erasmus+
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This document summarizes a European COMENIUS project called "KISS the ITC" which aims to develop key competences in special schools through innovative training. The project involves schools from Spain, Estonia, Finland, Italy, Germany, and Turkey. The objectives are to 1) develop key competences in each school, 2) train teachers in creative approaches, 3) create action plans for each school, 4) engage students, 5) share experiences, and 6) analyze and disseminate results. Each participating country is responsible for specific roles in coordinating the project.
Project Comenius
This document outlines a proposed multilateral association and Comenius project between secondary schools in Italy, Estonia, Finland, Turkey, and Spain. The goals are to 1) analyze each school's current situation and identify common objectives, 2) define teacher professional development plans, 3) create an action plan to integrate basic competences into each curriculum with a focus on disadvantaged groups, and 4) exchange best practices. Meetings and seminars would be held over two years to develop and implement action plans, exchange results, and create a guide to disseminate the work in improving quality and inclusion in education.
Competences, Learning Theories and MOOCsRecent Developments.docx
Competences, Learning Theories and MOOCs:
Recent Developments in Lifelong Learning
Karl Steffens
Introduction
We think of our societies as ‘knowledge societies’ in which lifelong learning is
becoming increasingly important. Lifelong learning refers to the idea that people
not only learn in schools and universities, but also in non-formal and informal
ways during their lifespan.The concepts of lifelong learning and lifelong education
began to enter the discourse on educational policies in the late 1960s (Tuijnman
& Boström, 2002). However, these are related, but distinct concepts. As Lee (2014,
p. 472) notes ‘the terminological change (from lifelong education, continuing
education and adult education, to lifelong learning) reflects a conceptual departure
from the idea of organised educational provision to that of a more individualised
pursuit of learning’.
One of the first important documents on lifelong learning was the report of the
International Commission on the Development of Education to UNESCO in
1972, titled ‘Learning to be. The world of education today and tomorrow’. In his
introductory letter to the Director-General of UNESCO, the chairman of the
Commission, Edgar Faure, stated that the work of the Commission was based on
four assumptions (see Elfert pp. and Carneiro pp. in this issue). The first was
related to the idea that there was an international community which was united by
common aspirations and the second was the belief in democracy and in education
as its keystones. The third was ‘that the aim of development is the complete
fulfilment of man, in all the richness of his personality, the complexity of his forms
of expression and his various commitments — as individual, member of a family
and of a community, citizen and producer, inventor of techniques and creative
dreamer’. The last assumption was that ‘only an over-all, lifelong education can
produce the kind of complete man, the need for whom is increasing with the
continually more stringent constraints tearing the individual asunder’ (Faure,
1972, p. vi).
Following the Faure Report, the UNESCO Institute for Education, which
was founded in Germany in 1951, started to focus on lifelong learning and
subsequently became the UNESCO Institute for Lifelong Learning (UIL, http://
uil.unesco.org/home/). It was under its leadership that a formal model of lifelong
education was developed and published in the book ‘Towards a System of Life-
long Education’ (Cropley, 1980). The concept of lifelong learning also became
manifest in the ‘Education for All’ (EFA) agenda that was launched at the World
Conference on Education for All which took place in Jomtien (Thailand) in
1990 (Inter-Agency Commission, 1990). Ten years later, at the World Education
Forum in Dakar (Senegal) in 2000, the Dakar Framework for Action was
designed ‘to enable all individuals to realize their right to learn and to fulfil their
responsibility to contribute to the development of their society’ (UNESCO,
2000, p..
Competences, Learning Theories and MOOCsRecent Developments.docx
Competences, Learning Theories and MOOCs:
Recent Developments in Lifelong Learning
Karl Steffens
Introduction
We think of our societies as ‘knowledge societies’ in which lifelong learning is
becoming increasingly important. Lifelong learning refers to the idea that people
not only learn in schools and universities, but also in non-formal and informal
ways during their lifespan.The concepts of lifelong learning and lifelong education
began to enter the discourse on educational policies in the late 1960s (Tuijnman
& Boström, 2002). However, these are related, but distinct concepts. As Lee (2014,
p. 472) notes ‘the terminological change (from lifelong education, continuing
education and adult education, to lifelong learning) reflects a conceptual departure
from the idea of organised educational provision to that of a more individualised
pursuit of learning’.
One of the first important documents on lifelong learning was the report of the
International Commission on the Development of Education to UNESCO in
1972, titled ‘Learning to be. The world of education today and tomorrow’. In his
introductory letter to the Director-General of UNESCO, the chairman of the
Commission, Edgar Faure, stated that the work of the Commission was based on
four assumptions (see Elfert pp. and Carneiro pp. in this issue). The first was
related to the idea that there was an international community which was united by
common aspirations and the second was the belief in democracy and in education
as its keystones. The third was ‘that the aim of development is the complete
fulfilment of man, in all the richness of his personality, the complexity of his forms
of expression and his various commitments — as individual, member of a family
and of a community, citizen and producer, inventor of techniques and creative
dreamer’. The last assumption was that ‘only an over-all, lifelong education can
produce the kind of complete man, the need for whom is increasing with the
continually more stringent constraints tearing the individual asunder’ (Faure,
1972, p. vi).
Following the Faure Report, the UNESCO Institute for Education, which
was founded in Germany in 1951, started to focus on lifelong learning and
subsequently became the UNESCO Institute for Lifelong Learning (UIL, http://
uil.unesco.org/home/). It was under its leadership that a formal model of lifelong
education was developed and published in the book ‘Towards a System of Life-
long Education’ (Cropley, 1980). The concept of lifelong learning also became
manifest in the ‘Education for All’ (EFA) agenda that was launched at the World
Conference on Education for All which took place in Jomtien (Thailand) in
1990 (Inter-Agency Commission, 1990). Ten years later, at the World Education
Forum in Dakar (Senegal) in 2000, the Dakar Framework for Action was
designed ‘to enable all individuals to realize their right to learn and to fulfil their
responsibility to contribute to the development of their society’ (UNESCO,
2000, p..
Italy
The document discusses the historical recreation as a pedagogical project and its connection to the Lisbon Strategy and Comenius program. It provides details on the Comenius program, which focuses on education from pre-school to secondary level. Comenius supports partnerships between schools, training for education staff, and school networks. The document argues that historical recreation can help develop skills related to active citizenship education, and links the goals of the project to objectives of the Lisbon Strategy to develop new teaching methods and promote active citizenship.
Brochure final english[1]
O IRIS (Melhoria através da Investigação na Escola Inclusiva) é um Projecto
Comenius Europeu com o foco na Inclusão e nos progressos escolares,
abrangendo todas as crianças numa escola para todos. O Projecto IRIS
iniciou-se no fim de 2006 e termina em 1 de Outubro de 2009. A Áustria e
a Bélgica coordenam as actividades do Projecto. A equipa Projecto IRIS é
composta por 7 parceiros a trabalhar em grupos temáticos e os membros
do grupo têm mudado, bem como os sistemas evoluído. Toda a equipa
do Projecto se reúne de 6 em 6 meses para partilhar informação sobre o
desenvolvimento, como um todo colaborativo.
Comenius Success Stories
Used by euxtra.com as information to its user. PDF file created and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/comenius/creativity_en.pdf
Comenius version 5 ettore
This document summarizes activities from a Comenius Regio project between the Kreis Pinneberg region in Germany and the Emilia Romagna region in Italy. The project aimed to promote European dimensions in education through small but important steps. Activities included making schools more inclusive for students with special needs or immigration backgrounds, improving math and science instruction, and sharing school concepts between the partner regions. Teachers from both countries participated in mobility exchanges and worked together on topics like inclusion, assessing student learning, and developing good math exercises. The document outlines the history and milestones of the project from the German perspective.
WHAT IS A “EUROPEAN TEACHER?” A synthesis report
This document discusses competencies needed for a "European teacher" in the 21st century. It analyzes research from a group of European experts on skills and qualifications. The experts identified that a European teacher needs strong subject knowledge and teaching skills, as well as competencies like dealing with diversity, using technology, collaborating with others, and lifelong learning. Specifically, they noted European teachers should promote European citizenship, knowledge of other European education systems, multiculturalism, and language skills. The document discusses how developing a European identity, knowledge, and professional approach can help create a more cohesive European space in education.
Social dimension
Presented for a Comenius Study Visit group interested in social Cohesion, at the Department of Education. Catalan policy and Teacher Training Programs, for Languages and Social Cohesion, 2011.
Eas clil alla scuola primaria
This document discusses bilingual education approaches at the primary school level. It begins by outlining some of the key benefits and pending questions around bilingual education, such as how it can benefit content learning and how to best cater to subject content. It then discusses different bilingual education models like immersion programs and the importance of additional language instruction. The document also presents Coyle's 4C framework for planning bilingual lessons around content, cognition, communication and culture. Finally, it discusses principles for effective CLIL education, such as providing rich input, scaffolding learning, and promoting higher-order thinking skills.
Public Part 2007 3446 Pr Face It
This document provides a progress report for the FACE IT project between November 2007 and November 2008. The project aims to develop learning materials to train teachers to become "European teachers" with knowledge of different European education systems and skills in cultural diversity, citizenship, and teaching across borders. Key results include developing a framework and beginning to create course materials in four content areas around European diversity, cultural heritage, citizenship, and school concepts. The project involves collaboration between 11 teacher training institutes across 10 European countries plus Switzerland.
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Quality in education
Education is a birth right of every person. Education helps to develop the cognitive ability which helps to discern between good and bad. Quality education should be made accessible for everyone. http://www.iao.org/what-are-the-quality-assurance-standards/ gives an insight on standards that are deemed as essential in education.
Activities 2
The document discusses a school's activities related to recycling electronic waste as part of a Comenius project. It notes that Lithuania has an issue with unused electronics and batteries. The school signed a contract with a recycling company to collect unused electronics from the school and students' homes for free. Students found many unused household items. The next project will involve collecting unused batteries in February 2010. The recycling company's goals include creating a universal waste recycling system and becoming a more mechanized and efficient operation.
Pos-ita
The document discusses what materials can be recycled and the benefits of recycling. It notes that a bicycle can be made from 500 aluminum cans, a pot can be made from 13 steel boxes, 90% of cardboard is made from recycled paper, and 60% of bottles are made from recycled glass. It encourages recycling waste materials into new production cycles and notes that bicycles produce no carbon dioxide emissions, consuming only clean energy. The document stresses that the future of the planet depends on giving used containers a second life through intelligent recycling.
Ecological problems lt
The document discusses ecological problems in Lithuania, including the overuse of fertilizers and chemicals, improper disposal of batteries and equipment, and waste management issues. It also notes that ecological farming has become more popular but its products are still expensive. The document then outlines some activities of the local school to promote environmental issues, such as student drawings on ecology, making toys and clothes from recycled materials, and upcoming projects to identify polluted areas and educate the public on waste sorting.
2000 16 Indicators For Quality On Education
This document presents 16 quality indicators for evaluating school education systems across Europe. It was developed by a working committee of experts from 26 European countries based on a request from education ministers. The indicators cover 4 areas: student attainment levels, educational success and transition rates, monitoring of education quality, and education resources and structures. The goal is to establish benchmarks for comparing best practices and monitoring progress in improving school quality across Europe.
Analysis of teachers motivation on the overall performance of public basic sc...
This document summarizes a research study that analyzed the impact of teacher motivation on student performance in public basic schools in Wa Municipality, Ghana. The study collected data through questionnaires administered to 100 teachers across 20 randomly selected schools. Statistical analysis found that teacher motivation affected student achievement over the past 5 years, though student performance fluctuated. The study aims to provide stakeholders with an understanding of how improving teacher motivation could lead to better student outcomes through meeting teachers' needs as outlined in motivation theories.
Pros and cons of biotechnology
While industry and some scientists tout the benefits of genetically modified foods, others warn of potential health and environmental risks. The document discusses both sides of the debate over whether genetically modified crops should be grown, addressing issues such as improved crop traits, regulatory oversight, farmer experiences, and potential impacts on food security. Overall, reasonable people can disagree on this complex issue with valid arguments on both sides.
The education system in the czech republic
The document provides an overview of the education system in the Czech Republic. It discusses the structure and responsibilities within the system, including the roles of the Ministry of Education, regions, and municipalities. It also outlines key facts about education in the Czech Republic, including details on compulsory education, the number of schools and students, education attainment benchmarks, and investments in education. Additionally, it summarizes important historical milestones and ongoing reforms to the education system.
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This document provides information about an international project on inclusive education. The project involves partnerships between educational institutions in several European countries, including Turkey, Macedonia, Poland, and Romania. The objectives of the project are to strengthen teachers' professional skills, increase success in inclusive education, reduce dropout rates, and foster intercultural understanding among students. The project activities include establishing teams, information meetings, selecting participants, study visits, dissemination activities, pilot trainings, and a final report. The expected benefits are improvements in teaching methods, school cooperation, language skills, and awareness of other cultures. Meeting agendas and topics are also outlined for the participating countries.
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This document outlines a proposed multilateral association and Comenius project between secondary schools in Italy, Estonia, Finland, Turkey, and Spain. The goals are to 1) analyze each school's current situation and identify common objectives, 2) define teacher professional development plans, 3) create an action plan to integrate basic competences into each curriculum with a focus on disadvantaged groups, and 4) exchange best practices. Meetings and seminars would be held over two years to develop and implement action plans, exchange results, and create a guide to disseminate the work in improving quality and inclusion in education.
Competences, Learning Theories and MOOCsRecent Developments.docx
Competences, Learning Theories and MOOCs:
Recent Developments in Lifelong Learning
Karl Steffens
Introduction
We think of our societies as ‘knowledge societies’ in which lifelong learning is
becoming increasingly important. Lifelong learning refers to the idea that people
not only learn in schools and universities, but also in non-formal and informal
ways during their lifespan.The concepts of lifelong learning and lifelong education
began to enter the discourse on educational policies in the late 1960s (Tuijnman
& Boström, 2002). However, these are related, but distinct concepts. As Lee (2014,
p. 472) notes ‘the terminological change (from lifelong education, continuing
education and adult education, to lifelong learning) reflects a conceptual departure
from the idea of organised educational provision to that of a more individualised
pursuit of learning’.
One of the first important documents on lifelong learning was the report of the
International Commission on the Development of Education to UNESCO in
1972, titled ‘Learning to be. The world of education today and tomorrow’. In his
introductory letter to the Director-General of UNESCO, the chairman of the
Commission, Edgar Faure, stated that the work of the Commission was based on
four assumptions (see Elfert pp. and Carneiro pp. in this issue). The first was
related to the idea that there was an international community which was united by
common aspirations and the second was the belief in democracy and in education
as its keystones. The third was ‘that the aim of development is the complete
fulfilment of man, in all the richness of his personality, the complexity of his forms
of expression and his various commitments — as individual, member of a family
and of a community, citizen and producer, inventor of techniques and creative
dreamer’. The last assumption was that ‘only an over-all, lifelong education can
produce the kind of complete man, the need for whom is increasing with the
continually more stringent constraints tearing the individual asunder’ (Faure,
1972, p. vi).
Following the Faure Report, the UNESCO Institute for Education, which
was founded in Germany in 1951, started to focus on lifelong learning and
subsequently became the UNESCO Institute for Lifelong Learning (UIL, http://
uil.unesco.org/home/). It was under its leadership that a formal model of lifelong
education was developed and published in the book ‘Towards a System of Life-
long Education’ (Cropley, 1980). The concept of lifelong learning also became
manifest in the ‘Education for All’ (EFA) agenda that was launched at the World
Conference on Education for All which took place in Jomtien (Thailand) in
1990 (Inter-Agency Commission, 1990). Ten years later, at the World Education
Forum in Dakar (Senegal) in 2000, the Dakar Framework for Action was
designed ‘to enable all individuals to realize their right to learn and to fulfil their
responsibility to contribute to the development of their society’ (UNESCO,
2000, p..
Competences, Learning Theories and MOOCsRecent Developments.docx
Competences, Learning Theories and MOOCs:
Recent Developments in Lifelong Learning
Karl Steffens
Introduction
We think of our societies as ‘knowledge societies’ in which lifelong learning is
becoming increasingly important. Lifelong learning refers to the idea that people
not only learn in schools and universities, but also in non-formal and informal
ways during their lifespan.The concepts of lifelong learning and lifelong education
began to enter the discourse on educational policies in the late 1960s (Tuijnman
& Boström, 2002). However, these are related, but distinct concepts. As Lee (2014,
p. 472) notes ‘the terminological change (from lifelong education, continuing
education and adult education, to lifelong learning) reflects a conceptual departure
from the idea of organised educational provision to that of a more individualised
pursuit of learning’.
One of the first important documents on lifelong learning was the report of the
International Commission on the Development of Education to UNESCO in
1972, titled ‘Learning to be. The world of education today and tomorrow’. In his
introductory letter to the Director-General of UNESCO, the chairman of the
Commission, Edgar Faure, stated that the work of the Commission was based on
four assumptions (see Elfert pp. and Carneiro pp. in this issue). The first was
related to the idea that there was an international community which was united by
common aspirations and the second was the belief in democracy and in education
as its keystones. The third was ‘that the aim of development is the complete
fulfilment of man, in all the richness of his personality, the complexity of his forms
of expression and his various commitments — as individual, member of a family
and of a community, citizen and producer, inventor of techniques and creative
dreamer’. The last assumption was that ‘only an over-all, lifelong education can
produce the kind of complete man, the need for whom is increasing with the
continually more stringent constraints tearing the individual asunder’ (Faure,
1972, p. vi).
Following the Faure Report, the UNESCO Institute for Education, which
was founded in Germany in 1951, started to focus on lifelong learning and
subsequently became the UNESCO Institute for Lifelong Learning (UIL, http://
uil.unesco.org/home/). It was under its leadership that a formal model of lifelong
education was developed and published in the book ‘Towards a System of Life-
long Education’ (Cropley, 1980). The concept of lifelong learning also became
manifest in the ‘Education for All’ (EFA) agenda that was launched at the World
Conference on Education for All which took place in Jomtien (Thailand) in
1990 (Inter-Agency Commission, 1990). Ten years later, at the World Education
Forum in Dakar (Senegal) in 2000, the Dakar Framework for Action was
designed ‘to enable all individuals to realize their right to learn and to fulfil their
responsibility to contribute to the development of their society’ (UNESCO,
2000, p..
Italy
The document discusses the historical recreation as a pedagogical project and its connection to the Lisbon Strategy and Comenius program. It provides details on the Comenius program, which focuses on education from pre-school to secondary level. Comenius supports partnerships between schools, training for education staff, and school networks. The document argues that historical recreation can help develop skills related to active citizenship education, and links the goals of the project to objectives of the Lisbon Strategy to develop new teaching methods and promote active citizenship.
Brochure final english[1]
O IRIS (Melhoria através da Investigação na Escola Inclusiva) é um Projecto
Comenius Europeu com o foco na Inclusão e nos progressos escolares,
abrangendo todas as crianças numa escola para todos. O Projecto IRIS
iniciou-se no fim de 2006 e termina em 1 de Outubro de 2009. A Áustria e
a Bélgica coordenam as actividades do Projecto. A equipa Projecto IRIS é
composta por 7 parceiros a trabalhar em grupos temáticos e os membros
do grupo têm mudado, bem como os sistemas evoluído. Toda a equipa
do Projecto se reúne de 6 em 6 meses para partilhar informação sobre o
desenvolvimento, como um todo colaborativo.
Comenius Success Stories
Used by euxtra.com as information to its user. PDF file created and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/comenius/creativity_en.pdf
Comenius version 5 ettore
This document summarizes activities from a Comenius Regio project between the Kreis Pinneberg region in Germany and the Emilia Romagna region in Italy. The project aimed to promote European dimensions in education through small but important steps. Activities included making schools more inclusive for students with special needs or immigration backgrounds, improving math and science instruction, and sharing school concepts between the partner regions. Teachers from both countries participated in mobility exchanges and worked together on topics like inclusion, assessing student learning, and developing good math exercises. The document outlines the history and milestones of the project from the German perspective.
WHAT IS A “EUROPEAN TEACHER?” A synthesis report
This document discusses competencies needed for a "European teacher" in the 21st century. It analyzes research from a group of European experts on skills and qualifications. The experts identified that a European teacher needs strong subject knowledge and teaching skills, as well as competencies like dealing with diversity, using technology, collaborating with others, and lifelong learning. Specifically, they noted European teachers should promote European citizenship, knowledge of other European education systems, multiculturalism, and language skills. The document discusses how developing a European identity, knowledge, and professional approach can help create a more cohesive European space in education.
Social dimension
Presented for a Comenius Study Visit group interested in social Cohesion, at the Department of Education. Catalan policy and Teacher Training Programs, for Languages and Social Cohesion, 2011.
Eas clil alla scuola primaria
This document discusses bilingual education approaches at the primary school level. It begins by outlining some of the key benefits and pending questions around bilingual education, such as how it can benefit content learning and how to best cater to subject content. It then discusses different bilingual education models like immersion programs and the importance of additional language instruction. The document also presents Coyle's 4C framework for planning bilingual lessons around content, cognition, communication and culture. Finally, it discusses principles for effective CLIL education, such as providing rich input, scaffolding learning, and promoting higher-order thinking skills.
Public Part 2007 3446 Pr Face It
This document provides a progress report for the FACE IT project between November 2007 and November 2008. The project aims to develop learning materials to train teachers to become "European teachers" with knowledge of different European education systems and skills in cultural diversity, citizenship, and teaching across borders. Key results include developing a framework and beginning to create course materials in four content areas around European diversity, cultural heritage, citizenship, and school concepts. The project involves collaboration between 11 teacher training institutes across 10 European countries plus Switzerland.
2008 europe’s big culture conversation
The European Year of Intercultural Dialogue (EYID) in 2008 aims to promote mutual understanding between European cultures and celebrate the EU's cultural diversity. The EYID will focus on raising awareness, particularly among youth, of the benefits of intercultural dialogue. A budget of €10 million will fund information campaigns, flagship projects, and national projects supporting intercultural dialogue. Preparations are underway, including identifying best practices, recruiting cultural ambassadors, and launching a website to coordinate activities. Civil society groups see the EYID as an opportunity to engage citizens across Europe in developing approaches for diverse cultural groups to interact peacefully.
Education Projects
Nikolai Grundtvig was an influential Danish thinker who advocated for lifelong learning opportunities for all. The document discusses Grundtvig's ideas and their influence on the development of folk high schools in Nordic countries. It also summarizes the Socrates program, the European Union's education initiative that aims to promote lifelong learning, access to education, and skills development through transnational cooperation projects. Several specific Grundtvig projects are highlighted that brought together partners from multiple European countries to develop resources and increase understanding around topics in adult education.
Introduction to Learning Circles & Nopros
Presenation by Colin Campbell of Assist Social Capital at the Learning Cirlces and Lifelong Learning
Intoduction ppt
The document discusses social capital and lifelong learning. It defines social capital as networks together with shared norms and values that facilitate cooperation. It discusses how social capital is related to learning and how learning communities can help build social capital. It also defines lifelong learning as promoting knowledge and competencies to enable citizens to participate in social and economic life. The document then describes the Nopros project, which uses non-profit organizations and learning circles to provide lifelong learning opportunities in Europe. Learning circles are small, participatory discussion groups that build skills and empower people.
Catalan Model for Language Learning in Plurilingual contexts
Teacher training matterial for developing the Catalan Model for Language Learning in Plurilingual contexts (Jornada d'educació a Europa. Berga 2009, Catalonia)
Global literacy for a Fairer World, Arezzo, 9-10 april 2014
This document outlines an EU-funded global citizenship education project led by CDEC in the UK, Czech Republic, Poland, and Ghana. The project aims to build teachers' confidence in incorporating global learning into their lessons to help students understand interdependence between countries and take meaningful action towards a fairer world. Key elements include participatory and experiential learning, conducting student audits to assess knowledge of global issues, and exploring different levels of student participation in school. Resources are provided on the project website to support these goals.
Preamble
This document outlines the key principles of education according to the Organic Law of Education in Spain. It discusses:
1) The history of education in Spain from the 19th century goal of universal primary education to the 21st century goal of combining quality and equity.
2) The main principles of education which are providing quality education for all, combining quality and equity requires a combined effort from families, schools and society, and committing to European Union education targets.
3) The aims of improving education quality and effectiveness, promoting active citizenship and social cohesion, and opening education systems to the external world by linking with the labor market, research, and society.
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biofor
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Liceo
MR. GRECO GIUSEPPE
Students:
- BRUNO CAMILLA
- DE CAMILLO LUCIANA
- EVANGELISTA CECILIA
- FORLINI MARIANA
- GIANFRANCESCO RACHELE
- MESSORE GIOVANNI
- PACITTO ALESSANDRA
- PARMISANO MARIARITA
- RIZZO ANTONELLA
- RUSSO AUGUSTA
- SOMMA FABIOLA
- ZACCARDELLI GIULIA
Special thanks to:
- MR. MENNOIA GIORGIO
- MR. SOL
Poster
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