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Non-formal learning: Access and validation

10-12-2018

Learning happens in different contexts, over the course of a lifetime, following various possible educational paths, as shown in Figure 1. In adult life, learning ranges from programmes that impart basic skills, learning groups engaged in raising awareness on various issues, mature students at university, open and distance learning, on-the-job training, courses that combine theory with practice, and classes or other learning activities taken in pursuit of a special interest. This infographic explains ...

Learning happens in different contexts, over the course of a lifetime, following various possible educational paths, as shown in Figure 1. In adult life, learning ranges from programmes that impart basic skills, learning groups engaged in raising awareness on various issues, mature students at university, open and distance learning, on-the-job training, courses that combine theory with practice, and classes or other learning activities taken in pursuit of a special interest. This infographic explains the modalities that non-formal learning takes across Member States.

An overview of the EU Youth Strategy 2013-2015

27-01-2016

Against a backdrop of high youth unemployment and the threat of marginalisation, the European Union (EU) Youth Strategy encourages Member States to consider young people as a resource, by developing specific actions within youth policy and by working with other areas in a cross-sectoral approach. Coordination between youth and educational policies in order to develop competencies that are sought after by labour markets, as well as entrepreneurial abilities and civic skills is a particular priority ...

Against a backdrop of high youth unemployment and the threat of marginalisation, the European Union (EU) Youth Strategy encourages Member States to consider young people as a resource, by developing specific actions within youth policy and by working with other areas in a cross-sectoral approach. Coordination between youth and educational policies in order to develop competencies that are sought after by labour markets, as well as entrepreneurial abilities and civic skills is a particular priority in the Strategy. Other areas of EU policy are also concerned; a complex array of issues needs to be addressed, such as youth mobility, the transmission of poverty, participation in sports and culture, social integration, health and wellbeing, political participation, and an engagement with world issues. The EU Strategy is governed by the Open Method of Coordination, a soft approach applied in areas of policy where the EU has no legislative power. Evidence-based policy-making is at its heart and the approach is based on the quantitative measurement of a set of indicators, as well as peer-learning activities that promote policy reforms. Young people's active engagement is established through a process known as 'structured dialogue', bringing them into contact with policy-makers, but a more representative participation and concrete improvements on the ground remain challenges for the future. The European Parliament contributes to the debate on the Strategy by issuing own-initiative resolutions ahead of the Council and Commission joint reports which review implementation every three years.

Suaugusiųjų švietimas ir atvirieji švietimo ištekliai

15-09-2015

Šiame tyrime apžvelgiama, kaip atvirieji švietimo ištekliai šiuo metu naudojami suaugusiųjų švietimo srityje, vertinamas jų potencialas ir teikiamos rekomendacijos dėl politinių intervencijų atsižvelgiant į Europos Komisijos politikos sistemas. Tyrimas apima daugiau kaip 12 valstybių narių atliktus naujus mokslinius tyrimus, jame remiamasi dabartinių mokslinių tyrimų, susijusių su įvairiais projektais, įskaitant POERUP (atvirųjų švietimo išteklių panaudojimo politiką, angl. Policies for OER Uptake ...

Šiame tyrime apžvelgiama, kaip atvirieji švietimo ištekliai šiuo metu naudojami suaugusiųjų švietimo srityje, vertinamas jų potencialas ir teikiamos rekomendacijos dėl politinių intervencijų atsižvelgiant į Europos Komisijos politikos sistemas. Tyrimas apima daugiau kaip 12 valstybių narių atliktus naujus mokslinius tyrimus, jame remiamasi dabartinių mokslinių tyrimų, susijusių su įvairiais projektais, įskaitant POERUP (atvirųjų švietimo išteklių panaudojimo politiką, angl. Policies for OER Uptake) ir 2014–2015 m. tyrimą dėl bendrai naudojamų atvirųjų švietimo išteklių Jungtiniame tyrimų centre (JRC), suvestinėmis, papildytomis dviem naujesniais JRC ir Mokymosi visą gyvenimą programos tyrimais.

Išorės autorius

Paul Bacsich, with additional research from Giles Pepler, Sara Frank Bristow, Ebba Ossiannilsson, Alistair Creelman, Eva Szalma and Ilmars Slaidins (Sero Consulting Ltd, the UK)

Cross-Border Volunteering: Cost of Non-Europe Report

15-07-2015

The study examines the legal, administrative and other barriers to cross-border volunteering which prevent it from achieving its full potential. Those barriers include uncertainty and the risk of forfeiting social security benefits, the unclear framework for obtaining residence permits in some host countries, the lack of clear procedures for the recognition of the skills and competences gained through volunteering, the lack of positive action and information on volunteering opportunities, and insufficient ...

The study examines the legal, administrative and other barriers to cross-border volunteering which prevent it from achieving its full potential. Those barriers include uncertainty and the risk of forfeiting social security benefits, the unclear framework for obtaining residence permits in some host countries, the lack of clear procedures for the recognition of the skills and competences gained through volunteering, the lack of positive action and information on volunteering opportunities, and insufficient preparation and training for volunteers. The cost associated with the barriers to cross border volunteering is estimated at 65 million euro per year, increasing the positive economic benefit by a third mainly through the removal of administrative barriers. While the cost of non-action, in political and economic terms, is relatively modest, stronger EU action would increase its visibility, its socioeconomic contribution and foster increased participation in cross-border volunteering. Please click here for the full publication in PDF format  

Išorės autorius

Annex I of this study has been written by Levent Altan, Vanessa Leigh, Jelena Milovanovic, Nienke Van Der Burgt (legal/policy analysis) and Guillermo Hernández, Sandra Planes and Gijs Nolet (cost assessment), at the request of the European Added Value Unit of the Directorate for Impact Assessment and European Added Value, within the Directorate General for Parliamentary Research Service of the European Parliament. The study was supported by a panel of senior experts: Gabriella Civico (European Volunteer Centre); Robert Leigh (Senior Consultant, United Nations Volunteers (UNV)); Eberhard Lueder (Red Cross EU Office) and Alix Masson (European Youth Forum). Piotr Sadowski (CSV and Volonteurope) carried out the peer review.

Focus on: European Qualifications Framework

16-09-2013

The EQF is a translation grid for qualifications around Europe and at its core are eight reference levels, covering basic to most advanced qualifications. Each country is expected to classify its national qualifications into the eight EQF levels by means of its National Qualifications Framework (NQF) or the levels of its national qualifications system. The EQF is a concrete instrument to promote lifelong learning, mobility, skills and jobs of citizens throughout Europe, indispensable for achieving ...

The EQF is a translation grid for qualifications around Europe and at its core are eight reference levels, covering basic to most advanced qualifications. Each country is expected to classify its national qualifications into the eight EQF levels by means of its National Qualifications Framework (NQF) or the levels of its national qualifications system. The EQF is a concrete instrument to promote lifelong learning, mobility, skills and jobs of citizens throughout Europe, indispensable for achieving more and better jobs and growth, as Europe faces the challenges of becoming an advanced, knowledge-based economy.

Development Education and Awareness Raising (DEAR): Towards a European strategy

16-03-2012

Development Education and Awareness Raising (DEAR) aims to generate critical understanding of development cooperation policies and efforts, and active involvement of the public in them.

Development Education and Awareness Raising (DEAR) aims to generate critical understanding of development cooperation policies and efforts, and active involvement of the public in them.

Chess teaching in schools in the European Union

06-10-2011

In some countries around the world, pupils follow compulsory chess classes during school time. The stated aim, claimed by chess promoters, is for children to benefit from the educational merits of this game.

In some countries around the world, pupils follow compulsory chess classes during school time. The stated aim, claimed by chess promoters, is for children to benefit from the educational merits of this game.

The Bologna process

16-03-2010

The Bologna Process provides the general framework for the reform of European higher education in 47 countries. Its objective is to establish a European Higher Education Area by 2010. The Bologna Process particularly aims at improving the compatibility and comparability of higher education systems. Its purpose is also to increase learners' mobility and universities' attractiveness.

The Bologna Process provides the general framework for the reform of European higher education in 47 countries. Its objective is to establish a European Higher Education Area by 2010. The Bologna Process particularly aims at improving the compatibility and comparability of higher education systems. Its purpose is also to increase learners' mobility and universities' attractiveness.

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