At the 6th NICE Conference in Bratislava, Dr Laura Gressnerova and Dr Ivan Prelovsky presented the results of an EU-funded project during a symposium on "Innovative Training Projects & Programmes for Career Professionals"
Learning for employment Second report on vocational education and training po...Ghazally Spahat
By 2010, Europeans will live in the most competitive and dynamic knowledge-based economy in the world with more and better jobs and greater social cohesion.
At the 6th NICE Conference in Bratislava, Dr Laura Gressnerova and Dr Ivan Prelovsky presented the results of an EU-funded project during a symposium on "Innovative Training Projects & Programmes for Career Professionals"
Learning for employment Second report on vocational education and training po...Ghazally Spahat
By 2010, Europeans will live in the most competitive and dynamic knowledge-based economy in the world with more and better jobs and greater social cohesion.
Eurydice The Teaching Profession in Europe - Peter BirchPeter Birch
Presentation given at the Bilateral European Commission-South Africa seminar of senior officials on teacher professionalism presenting the findings of the report The Teaching Profession in Europe
Lachezar Afrikanov presents on the topic: "European Funding opportunities for Career Education". The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria. Author: Lachezar Afrikanov
A guide to discover the new European Programme with explanatory charts and details about objectives and targets.
Other links:
- Official Web Site: http://ec.europa.eu/programmes/erasmus-plus/index_en.html
- Only for italian speaking people
Link al sito LLP per ogni informazione in lingua italiana: http://www.programmallp.it/box_contenuto.php?id_cnt=3358&id_from=66&style=llp&pag=1
Eurydice - Key Data Teachers and School Leaders - Peter BirchPeter Birch
Eurydice contributes to providing policy-makers with a european picture of education and youth policies and systems. the presentaiton details the work of the Network and provides some examples on Teachers and School Leaders
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Digital Education Policies in Europe and Beyond: Key Design Principles for Mo...Daniel Dufourt
Conrads, J., Rasmussen, M., Winters, N., Geniet, A., Langer, L., (2017). Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies. Redecker, C., P. Kampylis, M. Bacigalupo, Y. Punie (ed.), EUR 29000 EN, Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-77246-7, doi:10.2760/462941, JRC109311.
This is the Results Report of the project `Improving youth volunteering through the Structured dialogue´, in which we have developed different activities, like an on-line consultation process in 9 different countries, a web platform http://all-in-vol.eu , videos on local problems and on good practices recorded by youngsters from all that countries, and a transnational seminar.
This PowerPoint was presented at the AVA expert seminar to explain the context of the AVA analysis and list the European Commission's main priorities both on adult education and on validation.
Eurydice The Teaching Profession in Europe - Peter BirchPeter Birch
Presentation given at the Bilateral European Commission-South Africa seminar of senior officials on teacher professionalism presenting the findings of the report The Teaching Profession in Europe
Lachezar Afrikanov presents on the topic: "European Funding opportunities for Career Education". The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria. Author: Lachezar Afrikanov
A guide to discover the new European Programme with explanatory charts and details about objectives and targets.
Other links:
- Official Web Site: http://ec.europa.eu/programmes/erasmus-plus/index_en.html
- Only for italian speaking people
Link al sito LLP per ogni informazione in lingua italiana: http://www.programmallp.it/box_contenuto.php?id_cnt=3358&id_from=66&style=llp&pag=1
Eurydice - Key Data Teachers and School Leaders - Peter BirchPeter Birch
Eurydice contributes to providing policy-makers with a european picture of education and youth policies and systems. the presentaiton details the work of the Network and provides some examples on Teachers and School Leaders
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Digital Education Policies in Europe and Beyond: Key Design Principles for Mo...Daniel Dufourt
Conrads, J., Rasmussen, M., Winters, N., Geniet, A., Langer, L., (2017). Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies. Redecker, C., P. Kampylis, M. Bacigalupo, Y. Punie (ed.), EUR 29000 EN, Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-77246-7, doi:10.2760/462941, JRC109311.
This is the Results Report of the project `Improving youth volunteering through the Structured dialogue´, in which we have developed different activities, like an on-line consultation process in 9 different countries, a web platform http://all-in-vol.eu , videos on local problems and on good practices recorded by youngsters from all that countries, and a transnational seminar.
This PowerPoint was presented at the AVA expert seminar to explain the context of the AVA analysis and list the European Commission's main priorities both on adult education and on validation.
Raimo Vuorinen presents on the topic: "Career management skills" at an international conference in Sofia, 08th Nov 2011. The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria.
Wednesday 23, 14:30 – 15:45. Virtual room 2
Chair: TBA
(F) Contributions of the SocialNEET project to the development of skills for active life
Um trabalho de Juliana Costa, Arlinda Semedo, Sofia Bergano e Vitor Gonçalves
Module 9: Learning from the experience of policy-making Dima course contentMichael Kenny
This 29 slide presentation Learning from the experience of policy-making is Module 9 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
Predstavitev izobraževanja odraslih v Makedoniji, Konstantin Hristovski, Konf...AndragoskiCenterSlovenije
Konferenca GM 2015 Ljubljana
Gradimo mostove v izobraževanju odraslih 2015
Gradimo mostove u obrazovanju odraslih 2015
---
Predstavitev izobraževanja odraslih v Makedoniji
- Konstantin Hristovski, Centar za obrazovanje odraslih
- mag. Branko Aleksovski, Centar strućnog obrazovanja i obuke
- dr. Zoran Velkovski, Univerzitet SV. Kiril i Metodij, Filozofski fakultet Skopje
---
http://pro.acs.si/gm2015
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Guidelines for Telecentres on the Professional Recognition and Development of...Fundación Esplai
Guía para Telecentros sobre el reconocimiento y desarrollo profesional de dinamizadores.
En esta guía se resumen los proyectos desarrollados hasta la fecha en la que hemos diseñado e implementando materiales formativos y de fortalecimiento de competencias dirigidas a dinamizadores. Además, se incluye también una parte en la que se justifica la profesionalización del perfil del dinamizador a nivel nacional, aportando una visión general de las posibles trayectorias de profesionalización y consejos sobre la forma de diseñar la estrategia de promoción, fruto de la experiencia de estos últimos años de trabajo.
Autores: Gabriel Rissola (Telecentre Europe), Gabriela Ruseva (Telecentre Europe), Alba Agulló (Fundación Esplai), Isidre Bermúdez (Fundación Esplai), José Manuel Pérez (Fundación Esplai), Bastian Pelka (Social Research Centre of Technical University of Dortmund) and Christoph Kaletka (Social Research Centre of Technical University of Dortmund).
European Framework for the Digital Competence of EducatorsDaniel Dufourt
Redecker, C. European Framework for the Digital Competence of Educators:
DigCompEdu. Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg, 2017,
ISBN 978-92-79-73494-6, doi:10.2760/159770, JRC107466
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. National Youth Work Center of Expertise
Suomen Partiolaiset – Guides and Scouts of Finland
How to promote the
recognition
of non-formal learning?
22.11.2018 Vilnius
Timo Sinivuori, Ed.D.
2. Content of presentation
1) Why making non-formal skills visible?
2) Validation (Study Points and Open Badges)
3) Youth Work Centre of Expertise
4) Digital Competence Disc
5) Summary & Questions
3. Every third of Finns are volunteering
frequently
1,4 million Finns (almost one third of the population) are volunteering
frequently
Volunteering job takes time approximately 18 hours a month
Volunteering can be described as work years.Total amount of work years is
almost 170 000!
More than one third of Finns would like to have volunteering as an official learning
environment of formal education
78% of students would choose volunteering as a part of studies if it was possible.
Lähde: Vapaaehtoistyön tekeminen Suomessa. Taloustutkimus 2015. Tutkimuksen teettivät Kansalaisareena ry, Kirkkohallitus ja HelsinkiMissio.
4. https://eur-
lex.europa.eu/legal-
content/LT/TXT/HTML/?uri
=OJ:C:2012:398:FULL&fro
m=EN
a) Employers, youth organisations and civil society organisations
should promote and facilitate the identification and
documentation of learning outcomes acquired at work or in
voluntary activities, using relevant Union transparency tools…
b) Education and training providers should facilitate access to
formal education and training on the basis of learning outcomes
acquired in non-formal and informal settings
c) Promote coordination on validation arrangements between
stakeholders in the education, training, employment and youth
sectors, as well as between those in other relevant policy areas.
THE MEMBER STATES SHOULD, WITH A VIEW TO OFFERING INDIVIDUALS THE
OPPORTUNITY TO DEMONSTRATE WHAT THEY HAVE LEARNED OUTSIDE FORMAL
EDUCATION AND TRAINING — INCLUDING THROUGH MOBILITY EXPERIENCES — AND TO
MAKE USE OF THAT LEARNING FOR THEIR CAREERS AND FURTHER LEARNING.
European Council Recommendation of the validation
of non-formal and informal learning (2012/C 398/01)
5. Youth unemployment in Europe worries –
Why not to use NGO:s potentiality?
Every third youth is unemployed in Europe!*
*Statista 2018
6. Our experiences
The Guides and Scouts of Finland started to validate nonformal learning right after the EU
Council’s recommendation (2012/C 398/01) in January 2013!
Diplomas with
(ECR) Study
Points
Digital Open
Badges
Scout Camps as Learning
Environments
Scout courses 16/75 in
upper secondary school
StudyThesis
about Scouting
9. How did we validate our
training?
1. We focused in to the contents of every course by doing a core
content analysis (must know, should know, nice to know)
2. We defined the meaning of every training by describing it the way
that also the formal education system and worklife would
understand it (not only using the scout slang…)
3. We quitted just accomplishing things but concentrated to see
one’s skills and how to make the skills visible
4. We also measured the complexity of every training from the
student’s point of view.
5. The complexity level was defined by using the EQF/NQF.
15. Digital Open Badges
Open Badges are a great way to describe non formal learning in NGO’s!
https://openbadges.org/
https://lippukunta.partio.fi/pestien-tuki/osaaminen-partiossa/osaamismerkit
Roihu 2016 Finnjamboree Open Badges: http://roihu2016.fi/node/1721.html
Forest Expert Open Badge is designed in co operation with Häme University of
applied sciences / Forest engineer program
https://openbadgefactory.com/c/earnablebadge/OQPHFTaMD0a1S/apply
How to make Open Badges?
– By using Open Badge Factory https://openbadgefactory.com/
Owner of the Badge maintains the Badge in Open Badge Passportissa
https://openbadgepassport.com or in LinkedIn profile.
18. EU Council Recommendation 2017/C 189/03
Council recommendation of 22 May 2017 on the European Qualifications Framework for lifelong learning and repealing the
recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European
Qualifications Framework for lifelong learning
j) validation of non-formal and informal learning’ means
the process of confirmation by a competent authority
that an individual has acquired learning outcomes
acquired in non-formal and informal learning settings
measured against a relevant standard and consists of
the following four distinct phases: identification through
dialogue of particular experiences of an individual,
documentation to make visible the individual’s
experiences, a formal assessment of those experiences
and certification of the results of the assessment which
may lead to a partial or full qualification;
(24) Information on the process of referencing national qualifications frameworks or systems to the EQF and on
qualifications with an EQF level should be readily accessible to the public. The use of common data structures and
formats would help achieve that objective. It would also facilitate the understanding and use of published
information on qualifications.
(25) Coherence, complementarity and synergies at national and Union levels should exist between the implementation of
the EQF, national qualifications frameworks or systems and tools on transparency and recognition of skills,
competences and qualifications, including those for quality assurance, credit accumulation and transfer and tools
developed in the context of the European Higher Education Area on transparency and recognition of skills,
competences and qualifications. (EU Council Recommendation 2017/C 189/03)
19. National youth work center of expertise
The Ministry of Education and Culture approved 2017 centres of expertise as eligible
for state aid in 2018–2019, in line with the priorities set in the National Youth Work
and Youth Policy Programme 2017–2019.
The priorities are:
• the participation of young people;
• the social empowerment of young people;
• digital youth work and information and counselling services for young people;
• and the improvement of the quality and methods of youth work, which constitutes
the main purpose of the Centre of Expertise of the Guides and Scouts of Finland.
(see minedu.fi/en/national-youth-centres )
20. National youth work center of expertise
The main purpose of the
Centre of Expertise of the
Guides and Scouts in
Finland is to develop tools,
methods and operating
models to identify and
recognise competencies in
educational institutions,
working life and voluntary
activities.
TARGET GROUPS
YOUNG PEOPLE
Unemployed, students and participants in hobbies and
voluntary activities
TEACHERS AND YOUTH WORKERS
Teacher training and advocacy, youth leaders and one-stop
guidance centres (youth social work)
PROVIDERS OF EDUCATION
Educational institutions, Ministry of Education and Culture,
National Agency for Education (education and competence
policy)
WORKING LIFE
The public, private and third sectors, workshop operations,
hobbies, voluntary work, trade organisations
21. National youth work center of expertise
STRATEGIC PRIORITY
Tools for identifying and recognising competencies in society
PRIORITY SPECIFICATION 1
Validation of training and programmes (credits, EQF/NQF, descriptions in terms of working life skills)
PRIORITY SPECIFICATION 2
Digital Open Badges
PRIORITY SPECIFICATION 3
A digital competence disc for the integration of formal and non-formal competencies
PRIORITY SPECIFICATION 4
The assessment and further development of the functionality and usefulness of tools