Fill in the survey!
The aim of this short questionnaire is to gather information about the types of skills project managers and others involved in the communication and dissemination activities of Lifelong Learning Programme funded projects require in the area of web strategies and social media.
Help to find out the real needs of project coordinators and partners in respect to these topics by completing a short questionnaire (which takes about 5 minutes). Your replies will help to ensure that the resources and training provided is appropriate, relevant and fit-for-purpose. The results will be published here.
Read more about the Web2LLP project here.
The Hands-on ICT project team is looking for teachers to contribute to the design of a new course on Creativity Techniques and ICT skills. Fill out the online survey to give your input.
Computers, the internet, smartphones… All these tools are just a means to an end. The Hands-on ICT project (HANDSON) recognizes that ICT tools only add value to the education sector when they are used with skill and creativity to improve existing good practices.
The project trains and supports teachers in the use of ICT. The approach integrates various tools into practical activities that include other competences.
The HANDSON project team is designing a course on “Creativity Techniques” targeted at teachers. The course will teach both creativity techniques and ICT skills. As part of the course design, the project team is seeking the input of teachers to help identify participants’ needs.
An online survey is now available that is open to all teachers. The survey should take a maximum of 20 minutes to complete and the responses will remain confidential.
The course itself will also be online and open to all teachers. You can leave your contact details with the HANDSON project team if you would like to be informed when the course is available.
At this year's Lifelong Learning Week, from 2-6 December 2013, organizers EUCIS-LLL will launch their Manifesto for the European elections. The upcoming European Elections will be a general focus for this week. Many events will take place in order to to provide ideas on how to modernise education and training systems in Europe. The events will take place in the European Parilament in Brussels.
Today, the concept of “lifelong learning” is widely used but its meaning differs according to whom is using it. According to EUCIS-LLL, lifelong learning covers education and training across all ages and in all areas of life be it formal, non-formal or informal. It shall enable citizen’s emancipation and full participation in society in its civic, social and economic dimensions. The idea of organising Lifelong Learning Weeks aims to raise awareness on lifelong learning in Europe and to put forward the need to adopt a holistic approach at all levels of decision-making, implementation and evaluation. This is necessary if we want the EU to become a smart, sustainable and inclusive economy as set in the Europe 2020 strategy.
Developing human potential has been a persistent EU policy aim even in the recent years of economic crisis. Among the goals of the European Strategy for smart, sustainable and inclusive growth, Europe 2020, we find employment and innovation, featuring education as a major lever.
The year 2014 is important as the start of the new European programme period until 2020. This coincides with intensive developments in ICT-supported learning, educational innovations and, in particular, open educational resources. With present economic trends, the key question being growth and employability, it is highly important how employers accept job candidates with the certifications and competences from the new world of learning, characterised by many innovative approaches and open educational settings.
The EDEN Conference welcomes both academics and professionals to discuss research, projects and experiences related to the conference themes. There will be paper presentations, poster presentations, workshops, and demonstrations. The Synergy Strand is a platform for sharing research findings and output in order to facilitate collaboration and new partnerships.
A call for contributions is now open, and submissions will be accepted until 31 January 2013. Registration for the conference will open in mid-February.
OER4Adults aimed to provide an overview of Open Educational Practices in adult learning in Europe, identifying enablers and barriers to successful implementation of practices with OER.
This report presents an overview and analysis of Open Educational Practices for Adult Learning in Europe. It is a contribution to the construction of a knowledge base on Opening up Education and is part of a wider scientific agenda on ICT and Learning being developed at IPTS2, mainly in collaboration with DG Education and Culture.
The project drew on data from four main sources:
- OER4Adults inventory of over 150 OER initiatives relevant to adult learning in Europe
- Responses from the leaders of 36 OER in itiatives to a detailed SWOT survey
- Responses from 89 lifelong learners and adult educators to a short poll
- The Vision Papers on Open Education 2030: Lifelong Learning published by IPTS
Analysis revealed 6 tensions that drive developing practices around OER in adult learning and that structure the paper:
- Open versus free
- Traditional versus new approaches
- Altruism versus marketisation
- Community versus openness
- Mass participation versus quality
- Add-on versus embedded funding
As Europe approaches the 2014 elections for the European Parliament, debate is mounting around vital topics such as the future of education and learning in Europe. The European Civil Society Platform on Lifelong Learning (EUCIS-LLL) has released a Manifesto that puts forward three priorities and 12 policy recommendations for the advancement of lifelong learning.
While education remains the jurisdiction of member states, the EU has gained significant influence in the domain, particularly with the framework of the Europe 2020 strategy. The EUCIS-LLL Manifesto calls for increased dialogue and cooperation between the EU and civil society in order to ensure the democratic engagement of citizens with the educational policies that will shape their future.
The Manifesto identifies three top priorities for MEPs to consider:
- Ensure accessible and quality learning for all
- Invest in the social dimension of education and training
- Bring the EU closer to its citizens
The overall vision of the Manifesto is to recognize and validate life-long learning as a crucial instrument for employability, social inclusion, civic engagement, and personal fulfillment. Ensuring that Europeans are able to acquire the necessary skills for success now and in the future requires a flexible and broad approach to learning, whether that be through formal, non-formal, or informal learning. Education and training are indisputably fundamental to developing human capital, and investment in the sector should reflect its value.
Knowledge and skills have a huge impact on life chances, particularly in countries that are shifting towards a knowledge-based economy. Just in terms of income, the average hourly wage of workers with advanced literacy and cognitive skills is 60% higher than workers with low-level literacy skills. A recently released study by the OECD Programme for the International Assessment of Adult Competencies shows how adults acquire, maintain, and lose skills over a lifetime.
The OECD Survey of Adult Skills (PIAAC) surveyed about 166 000 adults in 24 countries and sub-national regions on literacy, numeracy, and problem-solving in technology rich environments. The countries with the highest average scores were Japan and Finland. On the other end, Spain and Italy scored lowest, with 27 to 30% of the population lacking basic literacy and numeracy skills.
Nonetheless, the biggest differences in skills proficiency are within, not between, countries. The study found that in almost all of the participating countries, at least one in ten adults lacked the most basic literacy or numeracy skills. Similarly, in most countries at least one in ten adults had never used a computer. In a world where the ability to process new information and keep up with constant innovations is crucial to success, people who lack these basic skills are clearly at risk of exclusion.
The PIACC highlights the importance of lifelong education. “For skills to retain their value, they must be continuously developed throughout life. Lifelong learning opportunities are relevant for workers in both high-skilled and low-skilled occupations.” According to the study, adults with advanced literacy skills are three times more likely to participate in adult education than those with only very basic literacy skills.
The study makes a number of policy recommendations, such as ensuring the accessibility of life-long learning and developing more links between the world of education and the world of work. Another recommendation is to recognize and certify skills proficiency. A current EU project dealing with the classification of skills and competencies responds to this recommendation. The European Skills/Competences, Qualifications, and Occupations (ESCO) classification system will be launched on 23-24 October 2013, putting in place a common terminology that can be used at the national and international levels.
The PIACC website features an interactive data visualization tool that lets viewers compare their country to other countries and to the OECD average on a number of indicators. In addition, it allows users to download the entire survey publication and certain datasets.
The launch event for the new European Skills/Competences, Qualifications and Occupations (ESCO) classification system will be broadcast live 23-24 October, 2013. Viewers will learn about a new common language for job seekers, employers, and educators to share information.
The labour market is changing. Traditional occupations are on the decline and employers now seek people with specific skills that can be applied in different contexts. How do students prepare themselves for this kind of job market? How do employers describe what they need to candidates in different countries? How do job seekers know if they're properly qualified for the position they're interested in? The ESCO classification aims to make it easier for employers, job seekers, and educational institutions to exchange information.
ESCO identifies and standardizes a comprehensive list of skills, qualifications, and occupations in an open format that can be used by anyone. This has promising applications in online job portals, where job postings and CVs will be interchangeable between different IT systems and between countries/languages.
The ESCO classification will be made available to the public for the first time at the upcoming ESCO conference, where the ESCO portal will be launched. The event will be broadcast live, so if you can't make it to the Hague on 23-24 October, you can still learn about the ESCO terminology and its applications through an online video stream.
Lifelong Learning in Europe (LLinE) is a unique combination of academic journal and magazine that focuses on adult and lifelong learning. It targets the whole adult education field, including researchers, decision-makers, advocates, and educators. The current issue of the journal explores the theme of mobility and migration.
LLinE aims to further the status of lifelong learning in society. The core mission of the journal is to publish top quality articles on adult education research, policy and good practices. LLinE also comments on topical events and phenomena, meets and talks to interesting colleagues, offers resources for education advocates and reviews literature. The writing is clear and non-technical, so anyone can understand and gain insight from the articles.
The most recent issue, "Mobility and Migration," offers new perspectives on the importants of ongoing education to the lives and aspirations of immigrants. For example, adult education can help mobile workers to gain the skills they need to find work in a new country.
LLinE was established in 1996 and is edited by the Finnish Lifelong Learning Foundation in Helsinki, Finland with the support of an international Editorial Board made up of top experts of the field. The journal is produced in cooperation with InfoNet adult education, a European network of adult education correspondents.
The ROLE (Responsive Open Learning Environments) project provides technology to support teachers in developing open personal learning environments for their students.