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 APARTADO: NOTICIAS EN EL MOMENTO DE ORGANIZAR EL VIAJE
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.
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, 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
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.
|Bus SB 60|
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.
.. Educational Area: Spanish Classes and Social Skills
.. MEAN SKILLS
0. COURSE: GENERAL INFORMATION. "COMPETENCES FOR ALL"
1. GENERAL FRAMEWORK. CANTABRIA, SPAIN.
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:
- Timetable impossible to attend for the timetable work.
- Health or Age.
- Difficult to find what the person wants.
- No support for the public service.
- 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
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,
learning at work,
meetings (team, group, with external experts from market organisations or associations for exchange and discussion of ideas or experiences regularly or temporarily),
coaching, mentoring, tutoring,
reading literature, publications and press,
searching information on the Internet,
orientation trainings (working at another location, in another team, externally),
seminars, lectures, conferences and trade fairs,
job sitting (watching others at work),
work-pair-systems (master and apprentice).
Concerning internal reorganisation, measures include:
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)
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.
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.
|Around of the hotel|
SPAIN: Weak and Formal Consultation of Civil Society
- 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.
- 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).
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.
- 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.
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
.. 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 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
Actividades lúdicos sociales Playful and Social Activities
School of training: formation of volunteers and of other social agents
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.
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.