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jueves, 31 de diciembre de 2015

BONN ERASMUS + IN 2016, GERMAN FOR AGEING PEOPLE. KEY COMPETENCES FOR LIFELONG LEARNING. ASSESSING 21st CENTURY SKILLS. Teaching effectiveness

INTRODUCTION

  Aprender un idioma requiere saber moverte en diferentes espacios nacionales e internacionales.
Este es un nuevo reto: asistir a un curso de formación donde el idioma elegido para trabajar con un grupo de personas de toda Europa es el inglés y el programa Erasmus + y el subprograma Youthpass.
Se elige el curso de Bonn, Alemania titulado "Competencias para todos".

 NUEVO APARTADONOTICIAS EN EL MOMENTO DE ORGANIZAR EL VIAJE
     En el momento de organizar este viaje con fondos de la Unión Europea y con proyectos aprobados y pagados por Bruselas con la intermediación de la Agencia Nacional Española en este caso y en la convocatorio del 2016 del Injuve, España, sale a la luz el Manifiesto: un plan B para Europa que este blog apoya con la esperanza que se mejore el campo educativo en general y la educación y formación en Europa de la Educación Permanente.

Parece que hay aún un futuro para Lifelong Learning Programmes and Adult Education. Saludo la iniciativa con esperanza.

Un foro de crítica, de intercambio de ideas, sostenedor de la democracia para el siglo XXI es necesario. Aquí los jóvenes pueden aprender a ajercer la democracia. El método de la imitación es un fuerte aliado a los que creemos que la democracia hay que practicarla además de teorizarla.
Pongamos adjetivos a este modelo.

 También en el momento de hacer esta entrada aparece el anuncio de Consumer policy of the European Union que la Comisión Europea pondrá a disposición nuestra en el link dado y será para la resolución extrajudicial online de litigios (Plataforma OS).

EAEA, 2016. Coordinated projects in Adult Education. AVA. Action plan for validation and non-formal adult education aims to contribute to reducing the fragmentation on the national validation systems by exploring best practices on validation for disadvantaged groups and linking the different educational sectors, say to us.  
By analysing tools and methodologies in different European countries and proposing solutions from the civil society perspective, this project will contribute to reducing the fragmentation of validation systems on different levels, namely policy and practice.
However, the inventory suggests that in a third of the EU countries most guidance practitioners are aware of validation, a very significant improvement from the situation in 2010. However, in 19 countries awareness was reported as medium-IE, LI, UK-Scotland, AT, DE, DK, HR, IT, LV, MT, NO, RO, SE, CH - or low- BE-Flanders, HU, LT, SK, UK-ENI.

However, too little has been done so far to make the validation systems inclusive and to ensure fair treatment: in what concerns the access of disadvantaged groups to validation, European Inventory states that while there has been some progress since 2010 in this area, still in a minority of countries - IT, RO, NO, DK, LV, BE-Wallonia, BE-Flanders, IS- disadvantaged groups are considered as a priority in national/regional strategies or policies on validation. In twelve countries- PL, SK, SI, NL, CH, DE, IE, SE, AT, BG, EE, UK-Scotland- some projects or initiatives were reported to have a particular focus on disadvantaged group, whereas in a further twelve countries- LI, LT, TR, CZ, EL, ES, FI, HU, LU, UK-ENI, FR, MT- no specific targeting was reported.

PREVIO AL VIAJE
Después de haber seleccionado el curso y haberme puesto en contacto con la Agencia Nacional, recibo la información así como los billetes para esta nueva Aventura para aprender ingles con edad.

INFORMACIÓN PREVIA POR PARTE DE LOS ORGANIZADORES.
La coordinadora del curso, Elsa, nos envía la información en el primer email con el precio y añade:
BUS: To Bonn, Service 670 with frecuency of 30 min, cost 5.50 eur.
EXPRESS SERVICE: To Aachen airport express service, 19.50 eur.
TRAIN: Station LOELN/BONN FLUGHAFEN. 15 min. 2:00 eur
Segundo email añade el horario online de:
TRAM 61
BUS SB60
Confusión: Me confude los términos tram y train (Bahn entiendo es el tren), para mí es tranvía y tren dos medios de transporte diferentes.  Miro el wordrefence por si hay alguna duda. Me lo confirma.
Busco en google map y algunos blogs y envío las correspondientes preguntas porque no está claro.  

BILLETES
Me envían desde una empresa, Halcon Viajes de Alarcón, Madrid, por email los billetes del avión y del autobús. Me busca el viaje de Santander a Bonn sin preguntar y, este trayecto resulta demencial. Pregunto en la misma cadena pero de mi localidad que me dan un trayecto mas racional. 
con ese itinerario no llego al comienzo del curso. 

CONSEJO: Participar en buscar el trayecto más apropiado porque el enviado puede ser no apropiado desde tu lugar de partida. 
Es importante llegar y cumplir el horario establecido en el curso.  

AUTOBUS
De mi casa a la estación de autobuses con transporte público, no se paga el billete porque no se puede reservar con antelación según me responden en la Agencia Nacional.
Reserva con Autobuses Alsa e incluyen un seguro de asistencia en viaje con la empresa Arag cuyas condiciones desconozco. Debo escribir unemail a la empresa y preguntar.  

AEROPUERTOS
Vuelo con Luthansa (Ayuda y contactos) desde aeropuerto de Bilbao al de Munich (Código IATA: MUC, código OACI: EDDM), oficialmente llamado Aeropuerto Franz Josef Strauss International. Es considerado como el mejor Aeropuerto de Europa y el tercero a nivel mundial ubicado en Alemania. Desde aquí al aeropuerto de Colonia-Bonn (código IATA: CGN, código OACI: EDDK) (en alemán: Flughafen Köln/Bonn, también llamado Konrad-Adenauer-Flughafen o Flughafen Köln-Wahn) es un aeropuerto internacional localizado en la Reserva Natural de Wahner Heide, Alemania, 14,8 km al sudeste de Colonia y 16 km al noreste de Bonn. Es el sexto mayor aeropuerto de Alemania y uno de los pocos del paí­s que funciona las 24 horas del dí­a.. De Santander a Bilbao voy con autobuses Alsa.

Información PREVIA elaborada por mi:


Travelling by train and public transport: Airport bus from Cologne-Bonn Airport.



Me contestan del aeropuerto: 

Hoppe, Wolfgang wolfgang.hoppe@koeln-bonn-airport.de:
when you arrived in Cologne please take the Bus SB60 to Bonn Innenministerium and from there it is only 5 minutes walking distance to Graurheindorfer Str., Bonn.

En. swb-busundbahn.de/service/airport-express-sb60  (Por cierto de esta página los organizadores del curso nos han enviado los archivos con los horarios)

Flughafenzubringer Linie SB60 - Nur fliegen ist schneller
Bus SB 60



Take the Tram (Straßenbahn) Nr. 61 direction Dottendorf. When you exit the train station/Hauptbahnhof, do not cross the street, walk to the right for about 30 meters and you will find the S-Bahn stop for numbers 61 and 62). Alternatively if you arrive on Airport Bus, cross the road to the train station and walk to your left for about 30 meter. Get off at the stop called ...



Transporte público – Bus (Bonn)

El Airport Express SB60 circula entre en aeropuerto y Bonn. Este servicio de autobús conecta el aeropuerto con la Estación Central de Bonn (Bonn Hauptbahnhof). Desde Colonia Bonn Airport la duración del recorrido es de 32 minutos, mientras que el trayecto hacia el aeropuerto tardaría sólo 26 minutos. En los días entre semana el bus sale cada 30 minutos, en los fines de semana el Airport Express SB60 transita con menor frecuencia. Un billete sencillo cuesta € 8.00 (RegioTicket, Preisstufe 3), lo cual resulta ser bastante costoso. (...) Puedes encontrar la parada de autobús en frente de la Terminal 1. Más información puedes encontrarla haciendo click aquí,sitio web y guía de horarios Airport Express SB60.¿Cómo llegar desde Colonia Bonn Airport a Bonn? Adaptado de Here


CONSEJO: Escribir un email al centro, al aeropuerto, a la compañia de trenes, etc para preguntar el número de tren que debes coger para ir a la dirección exacta además de buscar en Google. 

Thank you for your email. The bus from Airport to Bonn is bus SB60, the price of a ticket to Bonn is 8,00 €.
I would advise you to buy your bus pass directly from the bus driver.
Freundliche Grüße
i.A. Frida Weßling
VM/M
Telefon: 0228 711-4625 Fax: 0228 711-964625
TO KNOW MORE ABOUT GERMANY you can read deutschland.de the web portal of deutschland.de and „DE magazine Deutschland“. The magazine portal is a service provided by Societäts-Medien GmbH in cooperation with the Federal Foreign Office, Berlin.

PREPARING THE COURSE.

MY PRESENTATION FOR COMPETENCES FOR ALL

0. COURSE. GENERAL INFORMATION 
1. GENERAL FRAMEWORK IN EUROPE FOR CANTABRIA SPAIN
2. KEY COMPETENCES  in CANTABRIA. PROFESSIONAL CERTIFICATIONS.
3. MY ORGANIZATION
                       .. CANTABRIA. ACTIVIDADES Y PROGRAMAS    
                       .. Educational Area: Spanish Classes and Social Skills 
                               .. MEAN SKILLS             
    
0. COURSE: GENERAL INFORMATION. "COMPETENCES FOR ALL"
The process and outcomes of non-formal learning, about assessing competences of and with young people (with fewer opportunities), and about using recognition tools in youth work.

The focus will be on encouraging youth workers, social workers, public bodies and NGOs to use recognition instruments for reflecting on, assessing and documenting the competences of young people with fewer opportunities.
General aim:

Is to enhance (resaltar) participants' knowledge about the process and outcomes (resultados) of non-formal learning, about assessing competences with young people (with fewer opportunities), and about using recognition tools in inclusive youth work.


Objectives:
- To develop competences for supporting learning of young people with fewer opportunities (see below "Key competences) 

- To learn how to assess competences with young people 

- To become familiar with recognition tools, methods and approaches

- To exchange good practices about how these practices can influence the pathways (incl. employability) of inclusion target groups
Target group:
- Youth workers, social workers working with young people with fewer opportunities

- Interested in the topic of recognising competencies of inclusion target groups

- Interested in exploring the possibilities that NFL is offering for individual and social development

- Strongly motivated to develop their work in the inclusion projects

- Older than 18

- Able to participate in the course and contribute to the discussions in English

- Committed to attend the TC for the full duration of the course






































1. GENERAL FRAMEWORK. CANTABRIA, SPAIN.
1. Regions in Europe. Cantabria in the dark red.
2. Adult Education and Training in Europe. Widening Access to Learning Opportunities.
3. Future work, 21st century skills.

1. Eurostat. People at risk of poverty or social exclusion by regions.
Social exclusion: The map showing Europeans threatened by poverty 31 July 2015 Voxeurop




The regions in blue are those where the number of people at risk of poverty conforms to the objectives set out by the Europe 2020 strategy: the darker the colour, the lower the risk
The regions in red are those which are still far from having achieved the objectives. The darker they are, the more their inhabitants are at risk.

2. Informe Eurydice: Adult Education and Training in Europe. Widening Access to Learning Opportunities.
1. Educational level the Adults (25-64 years old) in Europe, 2013. People lower that higher education and less that it.
 2. People (16-65) with competences in Language and Maths in Europe.
3. TIC competences
4. Participation of people in Education and Formation in Europe: adults with lower competences participant less that others who have more competences:
- people without Secondary School
- without economical activity
- basic jobs
- less 55 - 64 years old
 5. Obstacles for this low participation:
- Family
- Timetable impossible to attend for the timetable work.
- Economy
- Requirements
- Health or Age.
- Difficult to find what the person wants.
- No support for the public service.
- Distance.
- No computer for the online programmes.

3. SKILL NEEDED in the future in Europe. FUTURE WORK, 21st CENTURY SKILLS. Cedefop, 2013. Piloting a European employer survey on skill needs

This publication describes in brief the measurement concept and the survey methodology tested in the pilot survey to identify current and future skill needs as perceived by employers in Europe.  

Generic skills are derived from the following domains:

(a) cognitive skills: reading, writing, mathematics, problem-solving, foreign language;

(b) social/communication skills: making presentations, persuading, instructing, team-working;

(c) physical skills: manual dexterity;

(d) self-direction and learning to learn skills: planning, task discretion, learning, adapting;

(e) green skills: resource saving and anti-pollution tasks;

(f) ICT skills: level of complexity.

Several items on newly-emerging tasks are asked for all selected occupations to address emerging skill needs and possibly related training needs. The generic skills domains selected enable links and comparisons to be made with the programme for international assessment of adult competences (PIACC in Spanish. Mecd.gob, 2013) and the continuing vocational training survey (CVTS).

In p. 33 can read the importance de generic skill that you can read
files.eric.ed.gov/fulltext/ED560825.pdf  

Reading and comprehending instructions, guidelines, manuals and reports (advanced reading) Writing instructions, guidelines, manuals and reports (advanced writing)
Using and understanding numerical or statistical information (mathematical literacy)
BLOG: Communicating in a foreign language (foreign language) (Object of this blog)Working as a member of a group or team (teamworking)
Learning new ideas, methods or techniques (learning) Adapting to new equipment or materials (adapting)
Instructing, training or teaching people (instructing) Determining own tasks, working methods and speed of work (task discretion)
Level of computer use (computing)
Manual dexterity (dexterity)
The question on other measures applied to address newly-emerging tasks offers insight into the wealth and diversity of measures. Concerning training of available staff, these measures include a portfolio of different forms of learning such as:
internal and external training,
formal and informal training,
on-the-job training,
off-the-job training,
learning at work,
BLOG: self-learning,
BLOG: e-learning,
meetings (team, group, with external experts from market organisations or associations for exchange and discussion of ideas or experiences regularly or temporarily),
quality circles,
coaching, mentoring, tutoring,
reading literature, publications and press,
searching information on the Internet,
using scholarships,
train-the-trainer concepts,
orientation trainings (working at another location, in another team, externally),
seminars, lectures, conferences and trade fairs,
audits,
supervision,
job sitting (watching others at work),
work-pair-systems (master and apprentice).

Concerning internal reorganisation, measures include:
job/work/task rotation,
redefinition of job roles,
changed division of labour,
regrouping of work tasks,
reassignment or repositioning of staff. (p. 49)

We can have a look.  http://files.eric.ed.gov/fulltext/EJ1067585.pdf

KEY COMPETENCES  in CANTABRIA. PROFESSIONAL CERTIFICATIONS.
Definition. The key competences are: knowledge, capacities and attitudes that all people needs to develop their fulfilment and personal development as if active citizen, social inclusion, and employment. It is based on European Recommendation of ACT Recommendation 2006/962/EC about key competences (in some languages) of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning [Official Journal L 394 of 30.12.2006] and the Common European Framework of Reference for Languages: Learning, Teaching and Assessment that provides a common basis for the elaboration of language, syllabus, curriculum guidelines, examinations, textbooks, etc. across Europe.

Regulation. Real Decreto  (in Spanish) 34/2008, de 18 de enero, por el que se regulan los certificados de profesionalidad. Certifications of the professionalism.
Art. 20 about requirements to entry to formation for the professional certification.
Level 1. Any requirements.
Level 2. Certification of High School or vocational training; etc. (Anexo 4)
Level 3.
How I can have this certification without official recognition:
1. Having a test level 2 and 3: languages (coofficial, foreigner language, Castilian), Maths.
2. Attending a course about key competences.
What competences? Anexo 4 Real Decreto 34/2008.
Where?
1. Public Services of employment.
2. Assigned Formatives centres
Model of Certification? BOE, 2013, Anexo X, p. 261 Model of Certification from Public Service of Employment.
An example in Spanish. Collaboration between a school and Public Service of Employment.

MOTIVATION.
A large group of people are not sufficiently educated to get jobs or function properly as citizens, a fact which has been substantiated in one study after the other.
It is not that campaigns or educational opportunities have been lacking, but those kinds of opportunities cannot solve the problem alone because a good portion of the people in question cannot find the proper motivation they need to overcome the limitations they have due to their lack of education.
How can they discover or rediscover the motivation they need to get an education? That is the great question society faces.
(...)
 The problems are complex and therefore require complex solutions, solutions which they have discovered.
As Elsborg and Høyrup Pedersen write: ” The desire to learn is the key competence of the future. It is therefore essential that there is an awareness within non-formal adult education to further develop its obvious potential for creating and strengthening the motivation to learn within the population." The Secretariat of DAEA, 2013

Dictamen del Comité Económico y Social Europeo sobre la Comunicación de la Comisión al Parlamento Europeo, al Consejo, al Comité Económico y Social Europeo y al Comité de las Regiones — Balance de la Estrategia Europa 2020 para un crecimiento inteligente, sostenible e integrador [COM(2014) 130 final]  in Civil society day 2015 (some languages)
Roadmap for the implementation of Articles 11(1) and 11(2) of the Treaty on European Union. Towards better EU civil dialogue and involvement of citizens for better policymaking.

WORKING

International food
My hat 
Turky food























ACCOMMODATION


The building

Welcome!

Nuestra habitación

Around of the hotel








My friend















SPAIN: Weak and Formal Consultation of Civil Society
Having been ruled by a dictatorship for almost 40 years, Spain joined the union of democracies with very poorly developed civil society.
Akin to most other European countries, no legal text deals explicitly with relations and consultation between public administration and civil society. As for France, civil society consultation is organised by specific legal provisions on specific matters. In this vein, Spanish Law has created a number of bodies, or committees, in charge of voicing civil society's concerns, such as The Advisory Council on the Environment (Consejo Asesor de Medio Ambiente), The Consumers' and Users' Council (Consejo de Consumidores y Usuarios), The Council on Women's Participation (Consejo de Participación de la Mujer).
Their tasks include delivering opinions, issuing recommendations and producing reports falling under their area of expertise.
Even if these organisations exist, they remain in an official framework closely linked to the government.
However, civil society’s role has evolved in local administration. Indeed, under a Law of 1985 “popular consultations” may be held by mayors on issues which fall under specific municipal competence, are of a local character and of particular importance for the interests of the inhabitants. Local finance is excluded. Approval by an absolute majority of the members of the Council, as well as authorisation by the national Government, is required. However, some ACs have in practice dropped the requirement for central authorisation and now provide in their own Statutes for the convening and regulation of local popular consultations in the form of polls, public hearings, consultation fora, citizens' panels and citizen juries.
What’s more, a number of significant reforms were introduced starting in 2003, and have gained significant importance with citizens' attempts to respond locally to the difficulties they have been facing since the beginning of the economic crisis, which is particularly virulent in Spain:

-     “Popular initiatives” may now be presented for agreements, actions or draft regulations in matters of municipal competence.
-   City councils were obliged to create districts, with the explicit aim of promoting and developing citizen participation in municipal affairs.
-     A City Social Council (Consejo social de la ciudad) had to be established, composed of representatives of economic, social, professional and neighbourhood organisations with the task of producing reports, studies and proposals. These legislative changes were followed in 2005 by a White Paper on Local Government and new initiatives by the Spanish Federation of Municipalities and Provinces (FEMP) to promote public participation at local level.
-         Finally, Spain is one of the leading countries in Europe in implementing participatory budgeting.




[1] D. Chabanet and A. H.Trechsel, EU Member States’ Consultation with Civil Society on European Policy Matters, Robert Schuman Centre for Advanced Studies, European University Institute, October 2011, p. 192.
[2] A. Del Rio Rosello, “Updating Policymaking and Participation in Europe”, Thesis, University of Milan, July 2014.
[3] Ibid. above.
ACT Recommendation 2006/962/EC (in some languages) of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning [Official Journal L 394 of 30.12.2006].
SUMMARY
Key competences for lifelong learning (ACT Recommendation 2006/962/EC (in some languages) of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning [Official Journal L 394 of 30.12.2006] are a combination of knowledge, skills and attitudes appropriate to the context. They are particularly necessary for personal fulfilment and development, social inclusion, active citizenship and employment.
Key competences are essential in a knowledge society and guarantee more flexibility in the labour force, allowing it to adapt more quickly to constant changes in an increasingly interconnected world. They are also a major factor in innovation, productivity and competitiveness, and they contribute to the motivation and satisfaction of workers and the quality of work.
Key competences should be acquired by:
  • young people at the end of their compulsory education and training, equipping them for adult life, particularly for working life, whilst forming a basis for further learning;
  • adults throughout their lives, through a process of developing and updating skills.
The acquisition of key competences fits in with the principles of equality and access for all. This reference framework also applies in particular to disadvantaged groups whose educational potential requires support. Examples of such groups include people with low basic skills, early school leavers, the long-term unemployed, people with disabilities, migrants, etc.
Eight key competences
This framework defines eight key competences and describes the essential knowledge, skills and attitudes related to each of these. These key competences are:
  • communication in the mother tongue, which is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;
  • communication in foreign languages, which involves, in addition to the main skill dimensions of communication in the mother tongue, mediation and intercultural understanding. The level of proficiency depends on several factors and the capacity for listening, speaking, reading and writing;
  • mathematical competence and basic competences in science and technology. Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Basic competences in science and technology refer to the mastery, use and application of knowledge and methodologies that explain the natural world. These involve an understanding of the changes caused by human activity and the responsibility of each individual as a citizen;
  • digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);
  • learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities;
  • social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights), equips individuals to engage in active and democratic participation;
  • sense of initiative and entrepreneurship is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. The individual is aware of the context of his/her work and is able to seize opportunities that arise. It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good governance;
  • cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts).
These key competences are all interdependent, and the emphasis in each case is on critical thinking, creativity, initiative, problem solving, risk assessment, decision taking and constructive management of feelings.
A European reference framework for European Union (EU) countries and the Commission
These key competences provide a reference framework to support national and European efforts to achieve the objectives they define. This framework is mainly intended for policy makers, education and training providers, employers and learners.

It is a reference tool for EU countries and their education and training policies. EU countries should try to ensure:
  • that initial education and training offer all young people the means to develop the key competences to a level that equips them for adult and working life, thus also providing a basis for future learning;
  • that appropriate provision is made for young people who are disadvantaged in their training so that they can fulfil their educational potential;
  • that adults can develop and update key competences throughout their lives, particularly priority target groups such as persons who need to update their competences;
  • that appropriate infrastructure is in place for continuing education and training of adults, that there are measures to ensure access to education and training and the labour market and that there is support for learners depending on their specific needs and competences;
  • the coherence of adult education and training provision through close links between the policies concerned.
It forms the basis for action at Community level, particularly within the Education and Training 2010 work programme and, more generally, within the Community education and training programmes. In this respect, the Commission should make a special effort to:
  • help EU countries to develop their education and training systems, apply the reference framework so as to facilitate peer learning and the exchange of good practices and follow up developments and report on progress through the progress reports on the Education and Training 2010 work programme;
  • use the reference framework for the implementation of the Community education and training programmes whilst ensuring that these programmes promote the acquisition of key competences;
  • use the reference framework to implement related Community policies (employment, youth, cultural and social policies) and to strengthen links with social partners and other organisations active in those fields;
  • assess, by December 2010, the impact of the reference framework within the context of the Education and Training 2010 work programme as well as the experience gained and the implications for the future.
Background
The transversal nature of key competences makes them essential. They provide added value for employment, social cohesion or young people (European Youth Pact, 2006), which explains the importance of lifelong learning in terms of adapting to change and integration. The reference criteria, which make it possible to judge improvements in European performances, featured in a 2005 report with contrasting results.
In response to the concerns expressed at the Lisbon European Council on 23 and 24 March 2000, which were repeated in the revised Lisbon strategy in 2005, the key competences form part of the objectives of the Education and Training 2010 work programme, the Commission communication of 2001 on making a European area of lifelong learning a reality and the subsequent Council resolution adopted in 2002. These last two put forward specific proposals on making key competences a priority for all age groups. For its part, the 2004 joint interim report on the progress of the Education and Training 2010 work programme made the case for drawing up common European references and principles.

PARTICIPATION MODELS http://www.youthpolicy.org/wp-content/uploads/library/Participation_Models_20121118.pdf
PARTICIPACIÓN frente A MANIPULACIÓN. El término participation de forma general es el proceso de compartir las decisions que afectan a la propia vida y la vida de la comunidad en al cual se vive. Es el medio por el cual se construye una democracia y es un criterio con el cual se deben juzgar las democracias. La participación es el derecho fundamental de la ciudadanía.
(...)
Manipulación como forma de no participación. Si las personas no comprenden de qué se trata (la actividad, el programa, la acción, etc) y por lo tanto no comprenden su propias acciones, entonces se trata de manipulación. Este tipo de manipualción bajo la apariencia de participación no es una forma adecuada de introducer en la democracía  (p. 10).
MANIPULACION EN LA ESCUELA. Otro proceso de manipulación es cuando se piden acciones or actividades y el posterior proceso de análisis no se comparte ni se hace claro.
 Unicef. El significado de la participación en los niños. 1998. Libro de Roger A. Hart
Career Guidance. Orientación escolar y profesional facilitan información gratuita sobre las pruebas profesionales.
I uploaded a file in english version  "Career Guidance developement trends in Serbia"










 


















3. MY ORGANIZATION
RED ACOGE nace en 1991 con el objetivo de promover los derechos de las personas inmigrantes en España. Actualmente, la Red es una federación de 18 organizaciones, repartidas por todo el territorio estatal. Red Acoge es una organización fundamentalmente de voluntariado y cuenta en la actualidad con 972 voluntarios/as.
Fue declarada de Utilidad Pública el día 18 de febrero de 2010.
Volunteering guide

Documento en formato PDF Educación y formación para el empleo. The Law. ESTRATEGY 2020
Educación y formación para el empleo
Marco general
3 1. El derecho a la educación el Ordenamiento jurídico español
          1.1.Respecto de los menores extranjeros
              1.2.Respecto de los extranjeros mayores de edad
Por educación entendemos el desarrollo de las capacidades de aprendizaje y de conocimiento generales del individuo, ofreciéndole respuestas a los “por qué” de la vida, del mundo y de la sociedad. 
La formación es más específica y prepara a los individuos para adquirir competencias destinadas al desarrollo de su vida profesional en sentido amplio; entendiéndose por formación profesional aquella formación dirigida directamente al desarrollo de una profesión o un oficio determinado.

La afirmación anterior coincide con los objetivos para la educación de la Estrategia Europea 2020 de la Comisión Europea, que es conseguir que la mayoría de la población alcance un nivel de formación de secundaria superior, intención necesaria sobre todo en una situación de crisis económica como la actual, ya que el acceso al mercado laboral requiere un mayor grado de competencia y formación profesional. La Educación constituye uno de los objetivos prioritarios para conseguir una salida sostenible de la crisis económica. 
 .. CANTABRIA. Actividades y programas:

Acogida y orientación                              Reception and Orientation

Asesoría jurídica                          Legal Advising

Programa de español y habilidades sociales  

                                                              Spanish programme and Social Skills

Programa de Integración laboral    Programme of Occupational Integration

Alojamiento y vivienda                   Shelter and Housing

Programas de atención a la familia e infancia     Family and Children                                                                 

Programas sociales: atención a personas en desventaja social y programa de atención sociosanitario                           Social Programmes

Actividades y convenios con ayuntamientos Activities and agreements with town halls

Programas de Sensibilización social                                                                 Programmes of Social Awareness

Actividades lúdicos sociales             Playful and Social Activities

Escuela de formación: formación de voluntarios y de otros agentes sociales       
                               School of training: formation of volunteers and of other social agents
.. Educational Area: Spanish Classes and Social Skills. 

This programme develop across a two mean kind of activities: the Spanish classes and the activities the participation with all people who come to the association.      
Spanish Classes for Immigrants L2 (It is named the second language to the not native language of a person)

The characteristics of the Spanish classes are these:
Firstly, the classes more important are of initiation classes but there is intensive classes too to the effect that the immigrants submit to them while they do not have work and in the measure they consider them to be necessary to find one. In addition, the period of assistance to the classes sometimes, irregularly because it is interrupted when they find works or some botched jobs.   


The classes are developing in a climate of great warmth between volunteers and immigrants and are one of the spaces in which the conviviality is more fluid.
The classes are very important in the integral reception of people because it gives us information about their real necessities (housing, food, health, hygiene, etc.) and the convenience the supporting them in a special way in other programmers of the association.   


People are divided in five mean levels: Native in another language (zero level), beginners (1 and 2 level), A1 level and A2 level (According to the Common European Framework of Reference for Languages (CEF or CEFR). There is a special attention a different necessity too like young people who need that for compulsory school (We have the academic motive, where the subject learns the language because it is a part of your school matters) or information for people who want to have the nationality  (The education is obligatory in Spain up to 16 years and there is a special examination for people who want the nationality).  


General speaking, the classes are given by a communicative methodology. The communicative approaches are based on the purposes with which the second language is learned. In many cases the above mentioned language is learned by find a certain employment or to communicate with their neighbour and to take a daily full life inside the community Spanish speakers. This methodology take in consideration the adults there is in a situation of immersion what supposes a considerable advantage what supposes a considerable advantage because the contexts of learning are out of the classroom and we must bear it in mind.  
The classes are intensive and the students can come to them tomorrow and / or afternoon if they wish it.
 
.. MEAN SKILLS  

Generic skills are derived from the following domains and they are taking place with the communicative methodology based in:

(a) cognitive skills: reading, writing, mathematics, problem-solving, foreign language;

(b) social/communication skills: making presentations, persuading, instructing, team-working;

(c) physical skills: manual dexterity;

(d) self-direction and learning to learn skills: planning, task discretion, learning, adapting;

(e) green skills: resource saving and anti-pollution tasks;

(f) ICT skills: level of complexity (People are orientated where can they follow this kind of courses (Schools of Adult Education and Mentor Programmers).

DURING THE COURSE
Movie Maker: Competences for all! Bonn 2016 - Diapositivas





THE END


 





















MISTAKES
Lack of theory and even old theory like Bloom´s Taxonomy.
Lack of speaking about community: For me the critical role of communities in learning: everybody  learns by interacting with others, but also by assuming specific social roles. The social dimension is a motivational driver for sustained participation.













Evaluation.
1. Context. See the map up.
         - where was born
         -
2. No cognitive
Cogntiive

Examples of some tests:



TEACHING EFECTIVENESS AND THEIR IMPORTANCE IN PEDAGOGY Innovative Pedagogies in Higher Education to Become Effective Teachers of 21st Century. New Paradigm. 2014 by Kivunja, Charles.
Research has come to the conclusion that effective teaching is not based on some universal laws, but there are
a multitude of ways of being a good teacher and teaching effectively.
This is captured well by Marland (2007) who says:
 what teaching effectiveness is, varies according to time, place and the learners in the classroom. What is

effective for one teacher will not work for another teacher. What is effective in Grade 1 will certainly not be

effective in Grade 6 or Grade 12. What is effective in this era will not be effective in the next. Teaching
effectiveness varies from teacher to teacher, class to class and from a era to the next (p. 9).









In agreement with Hattie (2003), Lovat (2003) says:




Teacher quality is the single greatest factor in explaining student achievement, more important than classroom related issues such as resources, curriculum guidelines and assessment practices, or the broader school environment such as school culture and organizations (p.2).






Similarly, Martinez and Martinez (1999) also found research results which showed that teaching effectiveness was


responsible for improved learning outcomes among students.









ORGANIZACIOENS