Documentation of activities Adult education trends and issues in Europe
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| 48 Cities and Regions in the New Learning Economy Education and Skills. OECD, Paris 2001 49 Evaluating Local Economic and Employment Development. How to Assess What Works Among Programmes and Policies Local Economic and Employment Development. OECD, Paris 2004 See more on the LEED website http://www.oecd.org/department/0,2688,en_2649_34417_1_1_1_1_1,00.html 50 Building Competitive Regions. Strategies and Governance Organisation for Economic Co-operation and Development, Paris 2005 51 Developing local learning centres and learning partnerships as part of Member States’ targets for reaching the Lisbon goals in the field of education and training. A study of the current situation European Commission DG EAC – Universiteit Leiden, Leiden 2005 52 See the collection of the experiences in Germany: - Implementing the strategy for Lifelong Learning. Catalogue of the exhibition accompanying the conference „Regional Partnership for Lifelong Learning” – Berlin, November 8-9, 2004 Bundesministerium für Bildung und Forschung / Federal Ministry of Education and Research (BMBF), Bonn, Berlin 2004 - Learning Regions – Providing Support for Networks. Programme Presentation Bundesministerium für Bildung und Forschung / Federal Ministry of Education and Research (BMBF), Bonn, Berlin 2004 - Other resources: www.obs-pascal.com 53 See:
University Continuing Education as a field of research in the extended European Union 4th International Conference on Quality Development in Postgraduate Education 28 - 30 April 2005 54 These field of activities have been identified by a European Research Group on Competences in the Field of Adult and Continuing Education in Europe which was initiated by the German Institute for Adult Education in October 2005 (publication forthcoming). 17 For the activity field “Teaching” see the “Standards for teaching and supporting learning in further education in England and Wales”. For “Management” see the “National occupational standards for leadership and management in the post-compulsory learning and skills sector” (2005) published by Lifelong Learning UK 18 E.g. in Luxembourg a profile „adult educator“ is being discussed (see Luxembourg’s Progress report on the follow-up to the 2002 Council resolution: Implementing Lifelong Learning Strategies in Europe, 2003, p. 5); in Belgium (Flandern) an occupational profile for “experienced trainers for adults” has been developed (see Flandern’s Progress report on the follow-up to the 2002 Council resolution: Implementing Lifelong Learning Strategies in Europe, 2003, p. 22 19 E.g. in UK training material has been developed for teaching and training in adult and community education, in Italy professionalism of adult education staff should be promoted through the project “Teacher Expert in Adult education/Training”, in Finland in a programme for increasing teacher training (2204-06) the expansion has been especially focused on teacher needs in adult education, in Austria the initiative “Weiterbildungsakademie” aims at developing a modularised further education and qualification system for adult education staff; the Grundtvig project Pro-Sal (2006-07) aims at setting up a training course for administrative staff. Finally, to initiatives are underway to develop European study programmes at Master level specifically in Adult Education (Grundtvig Project TEACH and Erasmus Project EMAE). 55 “First, education is a basic human right and a universal human value: learning and education are ends in themselves, to be aimed at by both individuals and societies and to be promoted and made available over the entire lifetime of each individual. Second, education, formal and non-formal, must serve society as an instrument for fostering the creation, advancement and dissemination of knowledge and science, and by making knowledge and teaching universally available. Third, the triple goals of equity, relevance and excellence must prevail in any policy of education, and the search for a harmonious combination of these goals is a crucial task for all those involved in educational planning and practice…(….) Sixth, education is the responsibility of the whole of society: all persons involved and all partnerships - in addition to those incumbent on institutions - must be taken fully into account.” Jacques Delors et. al.: Learning: the treasure within. Report to UNESCO of the International Commission on Education for the Twenty-first Century. Paris: UNESCO 1996, p 96 56 “Recognition of the right to education and the right to learn throughout life is more than ever a necessity… The new concept of youth and adult education presents a challenge to existing practices because it calls for effective networking within the formal and non-formal systems, and for innovation and more creativity and flexibility. Such challenges should be met by new approaches to adult education within the concept of learning throughout life. Promoting learning, using mass media and local publicity, and offering impartial guidance are responsibilities for governments, social partners and providers. The ultimate goal should be the creation of a learning society committed to social justice and general well being.” CONFINTEA: Adult Education. The Hamburg Declaration. The Agenda for the Future. Hamburg: UIE 1997, pp 2-3 57 EFA Dakar Goals. In: Education for All. Literacy for Life. Paris: UNESCO 2005, pp 28-29 58 David H. Fretwell, Joe E. Colombano: Adult Continuing Education: An Integral Part of Lifelong Learning. Emerging Policies and Programs for the 21st Century in Upper and Middle Income Countries. World Bank Discussion Paper, April 2000, pp iv-v 5. EuropeAid Co-operation Office's mission is to implement the external aid instruments of the European Commission which are funded by the European Community budget and the European Development Fund See more: http://ec.europa.eu/comm/europeaid/index_en.htm 1 See the Swedish Adult Education Initiative 2 See more on the draft “Common European Adult Learning Framework” for discussion at the website of the EAEA/ Policy 5 Directory: media -> resources media -> The milk carton kids media -> Events Date and Location media -> The Gilded Age: The First Generation of Historians by H. Wayne Morgan University of Oklahoma, April 18, 1997 media -> Analysis of Law in the United Kingdom pertaining to Cross-Border Disaster Relief Prepared by: For the 30 June 2010 Foreword media -> Cuba fieldcourse 2010 resources -> Patek Philippe resources -> New Annual Filing Season Program resources -> New! Annual Filing Season Program resources -> Morehouse College Glee Club Download 433.82 Kb. 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