viernes, 30 de septiembre de 2016


Eucis lll.2012/06. EUCIS-LLL-LLL Validation.

2016. Report: tool for validation. Finland

The report also includes basic information of the developmental steps taken in validation of prior learning in Finland.
Validation of prior learning in education and the qualifications systems
Validation of prior learning in liberal adult education
Development of validation in liberal adult education
Liberal adult education institutions’ certificate practices
Reviewing certificates from the perspective of validation

jueves, 29 de septiembre de 2016

Adult Education is the real engine of social mobility

2016 sep 13 Adult Education is the real engine of social mobility

August 2016
Adult learning. Europe.  The Commission is working with 32 countries to implement the European Agenda for Adult Learninglink outside the EC domain
. The Agenda highlights the need to increase participation in adult learning of all kinds (formal, non-formal and informal learning) whether to acquire new work skills, for active citizenship, or for personal development and fulfilment.
For example, the Commission coordinates a network of national coordinators. August 2016
who promote adult learning in their countries, provide policy advice and support, and gather and disseminate best practices. The Commission also works with a range of European associations, networks, and labour organisations to promote adult learning 

martes, 27 de septiembre de 2016


The Lifelong Learning Platform (previously EUCIS-LLL) was born in 2005 as a response from civil society organisations to the definition and implementation of a European policy in the field of education and training in the so-called “Open Method of Coordination”.
In 2001 already, several educational networks had come together to share their experience and expertise around a Europewide consultation on the EU “Lifelong Learning Memorandum”. This cooperation became systematic when the Platform was established as a permanent organisation in 2005. For 10 years now, the Lifelong Learning Platform has played a key role in structuring and increasing the input of civil society on the “Education and Training 2020” and “Europe 2020” strategies and their predecessors. The Lifelong Learning Platform was acknowledged by the European Commission in 2009 as a “unique representation” of lifelong learning of the various education and training actors organised at EU level, and in 2011 as “in a unique position to support European networks in education and training to work collectively at European, national and local levels and to contribute to a structured policy dialogue within the open method of coordination in education and training”.
Gathering 39 organisations, the Lifelong Learning Platform is today the most legitimate interlocutor of the EU institutions in the field of lifelong learning. It continuously defends the need to implement a dialogue across educational sectors and between stakeholders and public institutions at   all levels, regional, national and European.
2016/05 Manifesto lllplatform building the future of learning 


READING AND LISTENING English Listening & Adult Literacy - News - Audiobooks - Songs - Radio Dramas http://esl-bits.net/
A wonderful website to practice.

Irregular verbs legrammar/videos/vb.

To apply for an international voluntary project, please refer to the instructions written on our website and contact one of our member organisations in your country of residence:
Best regards

martes, 20 de septiembre de 2016



Academy (English school) son centros públicos (State school) que tienen mayor autonomía pedagógica y de gestión económica, así como del personal del centro.
(...) (Mejoría en Primaria ) En Secundaria, debido fundamentalmente a las reformas introducidas en el currículo en 2014, se interrumpe en algunos casos la evolución positiva y no es tan clara la mejora.

Sponsored Academies (aquellas que tenían malos resultados y han sido transformadas en Academies) han mejorado sus resultados tanto en Primaria como en Secundaria desde el primer año de su transformación.

Converter Academies (aquellas que teniendo buenos resultados decidieron libremente transformarse en Academies) mejoraron en ambos niveles por encima del estándar de los centros públicos, y las abiertas hace dos o más años superaron sus anteriores buenos resultados.

De los comentarios que se hicieron me llamó la atención el modelo de las MAT (Multi Academy Trust), organizaciones que reúnen a diversas Academies bajo un mismo Trust (entidad titular) y que dan soporte de diverso tipo a los centros, al mismo tiempo que les liberan de cargas burocráticas. Me parece que el modelo aporta interesantes beneficios tales como aporte de buenas prácticas, formación y soporte para los profesores y directores de los centros, ayuda en gestión técnica o administración, que permiten a los centros dedicarse a lo propiamente educativo.

El cumplimiento de los objetivos anteriores se comprobó al visitar la Holland Park Academy The Hurlinggham Academy,  centros que hace unos años presentaban unos bajos resultados y que habían conseguido dar un giro total, llegando a tener muy buen nivel tanto académico, como de ambiente y comportamiento. ¿Cuál fue el secreto? Un buen equipo directivo que pudo motivar al profesorado y la adopción del modelo MAT, que dio el soporte que hemos comentado.

En conclusión, no se trata de copiar modelos que corresponden a culturas y marcos institucionales y normativos muy distintos, pero si cabe inspirarse en las líneas y principios que están en la base de la calidad de educación: un sistema educativo que favorezca el liderazgo educativo, la motivación del profesorado en torno a proyectos educativos en un marco de autonomía que favorece la asunción de responsabilidades, y el compromiso de toda la comunidad educativa.

miércoles, 14 de septiembre de 2016

Adult Education library, 2016

Adult Education in Austere Time by SCUTREA, 2016

infed.orgwe specialize in the theory and practice of informal education, social pedagogy, lifelong learning, social action, and community learning and development. 

YMCA George Williams College hosts infed.org - hundreds of pages and millions of users exploring education, learning and community. Explore

Head for the different sections on ideasthinkers and innovators and practice.
Check out what’s new.
Visit our archive of materials that illuminate the development of informal education, community learning and development, lifelong learning and social pedagogy.
Browse material within different categories.
Scroll through the main index.

domingo, 11 de septiembre de 2016


Tempere. Historias de idiomas adultos de la escuela secundaria. Tesis

New Curriculum in Finland, August, 2016 The new Finnish core curricula for pre-primary education, for basic education and for general upper secondary schools are now accessible to the international reader. They are available in English in print, and the digital publications are due to be released in August.

USA Montessori high schools
social skills need time and stronger child development

Dónde puedes buscar ayuda para tus ideas edutopia.org/topics
        - oral oracy assessment strands.pdf

http://www.zebelle.com para buscar tutor

The questions we seek to answer in this paper are: How do adult educators explain why it seems difficult to attract people with lower educational attainment to organized learning activities? And consequentially, how can adult education institutions address issues gathered from our data in order to attract this target group? 
Why do people with little formal education not participate in lifelong learning activities? The views of adult educators
The fact that adults chose to spend otherwise free time on participating in adult education courses used to fascinate researchers. But when lifelong learning was discovered to be a driving force for the economy, participation in learning activities became an adult’s obligation, and thus, those who stay away have become interesting. This paper adds a new point of view to the picture by adding the perspective of adult educators – people who have regular interactions with both non-participants and participants, and thus gives a different vantage point than prior research has given. The authors present the results of a qualitative study based on small focus group interviews with a total of 22 adult educators from eight lifelong learning centres in Iceland. According to their findings a large portion of non-participants with lower levels of formal education, express a longstanding desire to further their education but many stay away because of insecurity, distrust in their learning abilities and negative earlier experience of school. The results indicate that a substantial number of non-participants in Iceland stay away from organized learning because of prior bad experiences and a lack of self-esteem. These findings should encourage lifelong learning organizations to design and present their offerings in ways that take this insecurity into account.
(...) This consistency over time can easily be shown by comparing the results of an international survey with a recent, local one: Connells’ (1999) international comparison shows results similar to earlier accounts, such as Cross (1981). These studies both indicate that people who are less likely to participate in organized learning activities: 
-  are unemployed and / or economically inactive 
- have short formal education 
-  work in small companies 
-  are older 
Similar results are evident in a recent review of work-market indicators from Iceland: 
-  Less than a third of the unemployed in Iceland, or those who are economically inactive, participated in organized learning activities, while about half of those who were economically active did.  One third of Icelanders who had finished only compulsory school education took part in adult education while two thirds of the people with university degrees did. 
-  Half the people working in Icelandic companies with fewer than 50 employees participated in continuing education activites, while roughly two thirds of those working in bigger companies did. 
- Older people were less likely to participate than the young (Jón Torfi Jónasson & Andrea Gerður Dofradóttir, 2009). P. 4
(...) How do adult educators explain why it seems difficult to attract people with lower educational attainment to organized learning activities?
 (...) A large proportion of the (former) non-participants contacted by the lifelong learning centres thus tell stories of how school, as a system, marginalized people who did not manage to flow effortlessly with the stream. These peoples’ stories indicate that pupils who had difficulties with reading or concentrating and who preferred practical projects to abstract and academic ones were in danger of dropping out of school. Therefore many of them seem to foster negative feelings and attitudes towards school and even to organized learning. P. 9
Implications for practice A major concern for the field of adult education has been to offer adults with little formal education opportunities to raise their level of education. The rationale behind official interest in adult education is the idea that more education can benefit this segment of society in many ways (European Commission/EACEA/Eurydice, 2015) and can benefit society as a whole, too. However, as we have shown above, studies on participation have throughout the last 50 years consistently shown that in general the same groups of people participate in educational opportunities offered both through official channels as well as others. Moreover, research showing that people with less formal studies participate less in adult education than others seems to have spured policies, in many western societies, targeting this group with offers for more education. But the numbers indicate that such offerings do not seem to change the picture. People with little formal education still participate less than those with more formal education (cf. discussion in section 2, above).  (...) Probably the most successful method already used by the Icelandic lifelong learning centres to recruit new learners has been to send career and study counsellors out to workplaces to offer individual counselling on learning possibilities.  P. 10 
(...) a contract the lifelong learning centres have with the state to offer study counselling in the workplace. It is well known that a “one-on-one” method tends to be the most effective way to mobilize people. This has become very evident in this nationwide project (Nordic network for adult learning (NVL), 2011). It is evident from our data that many non-participants seem to have an aversion to educational institutions based on either a lack of knowledge about opportunities, or negative prior experience. Their aversion should lead institutions to offer learning opportunities to this group, using all marketing methods available to them in order to attract the learners they serve, and personal contact seems to be one of the most effective ones.
(...)  Thus exploring these barriers and finding ways to lowering them should be part of an institutions toolbox. This would include ways of making an organization offering adult education look and “feel” different from school. Again individual interviews with potential participants have also been shown to be helpful. Moreover encouraging participants to recruit peers might be a viable path as well as finding ways to get the message across that in spite of prior negative experiences, many have benefited from participating in adult education. P. 10

(...)  A well known practical example is so called “learning-stations” (German: Lernstationen) (Dehnbostel, 2008) where workers enter special practice stations, on the assembly floor, where they take time to analyse their practice and develop it. One argument, among many others, for the development of such methods and practices, where learning finds place at the place of work, is to bring learning opportunities to workers who otherwise do not want to sit at desks far away from the situations they are learning about. P. 11

 Boeren research. Theoretical Models of Participation in Adult Education.
(...) high-educated adults within the European Union participate seven times more in educational activities than low-educated adults. Young people take part approximately 2.5 times more than the elderly, and other differences also exist, based on labour market status. The differences by gender are smaller. 
(...) Women, older people, adults with a weak socio-economic background, those who are low-skilled, adults with insufficient literacy, adults employed in jobs requiring few skills, the unemployed, and migrants turned out to be the groups who were least likely to participate in educational activities.
The phenomenon of older people participating less in educational activities is confirmed several times within the literature (Bélanger, 1997; Doets, et al., 2001; Edwards, et 7 al., 1996). Older people have less long-term prospects in the labour market, making an investment in their job-related skills less attractive. The costs are probably just as high as for other age groups, but the benefits are lower, as the updated knowledge and skills will not be applied for a long time. This means that they and their employers are less prepared to invest in educational activities. Another explanation is that the competencies of the elderly are often obsolete, which makes it more difficult for them to take part in an educational activity, as they often lack the required starting competencies (Jacobs & van der Kamp, 1998).
 Women also appear to receive less support from their employers (OECD, 2003). They report more family-related obstacles (OECD, 2001). It has also been noted that women have different patterns of participation than men (Houtkoop & van der Kamp, 1992). Women participate more in leisure-oriented educational activities, while men participate more in vocationally-oriented educational activities. Similar findings on gender and participation can also be found in the work of Hayes (1989), Sargant and Tuckett (1999), and Tuijnman and Schuller (1999).

jueves, 8 de septiembre de 2016

MOOCS 2016

October. CoR EU budget and funding for regions and cities


EU budget and funding for regions and cities

CoR - 114001Starts - Oct 31, 2016

Course Schedule

  • Week 1: The role of regions and cities in EU affairs
    In this module, participants will learn about multilevel governance in the EU, the influence of regions and cities on EU policies and the role of the CoR, as well as about the basics of EU regional statistics.
  • Week 2: How the EU budget works
    The objective of this module is to highlight the historical development and legal foundations of the EU budget, how its revenue and expenditure are made up, how different EU programmes are managed and which key issues are discussed with regard to its future in regions and cities.
  • Week 3: Implementation of the European Structural and Investment Funds (ESIF)
    In this module, participants will learn more about EU cohesion policy and the way it is managed at regional and local level.
  • Week 4: Urban and regional development projects: Making use of EIB funding and the Investment Plan for Europe
    In this module, participants will gain a better understanding of how cities and regions can make use of the European Investment Bank’s funding and advice to support their development projects. Testimonies of beneficiaries and successful projects will be presented.
  • Week 5: Other EU programmes relevant to regions and cities
    In this module, participants will learn about relevant funding opportunities for regions and cities, including Horizon 2020, the EU programme for the Competitiveness of Enterprises and Small and Medium-sized Enterprises (COSME), Creative Europe, Europe for Citizens, Instrument for Pre-Accession Assistance (IPA) and the European Neighbourhood Instrument (ENI).
  • Week 6: The debate on the mid-term review of the EU budget 2014-2020 and the post-2020 prospects
    In this module, participants will become familiar with the potential consequences, at regional and local level, of the mid-term review of the MFF for the post-2020 period.


Novembre Futurelearn. Exploring the World of English Language Teaching


English and Spanish. 
eLearn Center at the Open University of Catalonia (UOC) in Barcelona, Spain. 

Tandem MOOC Fecha de inicio: 17 Octubre 2016
Duración: 6 semanas
Precio: Gratuito
Esfuerzo estimado: 3-4 horas semanales
Metodología: Trabajo individual y en parejas
Idiomas: Español / Inglés
Nivel: Intermedio / Avanzado (B1 / B2 / C1)

Topics: happiness

Health. Article. Ten reasons HYGGE Scandinavian lifestyle trend cosy content. + 
2016/10/06 los 10 hábitos de hygge
Acceptance, enjoyment & enthusiasmURL  youtube.com
La balanza de la felicidad. 
The 7 habist of hapiness 

Topics: Week 2 - Taste the world 
Food is much more than being fed. Nowadays food is related to culture, to social relationships, to lifestyle and much more. Food will be the topic that will guide our language learning practice during this second week of the course. Ready? Taste the world!

This is a task about recipes.
1. Watch the video below about the preparation of a traditional dish from Peru named “Ceviche de pescado peruano.” /Youtube)
2. After having watched the video, think of a dish that is significant for you and share it with your classmates.
3. Then send us a contribution (text, audio or video) saying:
  • the name of the dish
  • where it is from
  • its ingredients
  • how to prepare it

A recipe: Arroz con leche or Rice Pudding.
Commonly one thinks that the rice with milk entered Spain centuries ago, during the Moslem occupation of the Iberian Peninsula. This theory stems from the fact from that there are many traditional mixtures of cinnamon and from rice in the Arabic cultures. This original recipe of rice with milk was exported to South America during the Spanish settling and later it spread all over the world.
My recipe has the next ingredients:
1/2 cup rice short grain, I used Iberia Valencian Rice (arroz perla)
1 1/2 cup water
1 piece Lemon Peel
1 stick Cinnamon
1 Liter Milk – I used a can of Carnation Evaporated milk diluted with 2 1/4 cups of water
1 cup sugar
1/4 teaspoon salt
1 teaspoon vanilla
g Gound cinnamon
1 box raisins
1. Put in a pot to cook the water, lemon peel and cinnamon stick.
2. Wash the rice and add to the pot and cook until rice is soft and absorbed the water.
3. In a bowl mix the milk, salt and sugar.
4. The rice is added the bowl of mixed milk salt, sugar and the box of raisins.
5. Just let it cook in medium heat until it starts to get thick. Once it thickens stir the rice so it won’t get stuck on the pot.
6. Once you see that it has thicken take of the stove and put in a round cake pan or you can do individual ones for family or guest. Sprinkle some ground cinnamon at your liking.
It is O.K.

Antes de la conversación. Before the conversation

Cuando acabamos el intercambio. When we finish the exchange
Podemos preguntarle a nuestro compañero qué le ha parecido. We can ask our partner about his/her opinion.

La reflexión de tu compañero... Your partner's feedback...
Expresiones que puedes usar para preguntar algo que no has entendido o para aclarar algo cuando no te han entendido. Useful expressions you can use to ask something you did not understand or to clarify something when you are not being understood.

Lo que quiero decir es que...  – Aclarando una duda, 

Es decir...  – Aclarando una duda, 

Perdona, no he entendido esto último que has dicho.  – Pedir aclaración, 
¿Cómo?  – Pedir aclaración, 
¿Qué has dicho?  – Pedir aclaración, 
So   – Clarifying, 
Sorry? I didn't get that.  – Asking for clarification, 
Pardon? I didn't understand.  – Asking for clarification, 
Can you please say that again?  – Asking for clarification, 
Well, what I mean is...  – Clarifying

FEEDBACK What basic words can we use to describe "feedback”?

Before starting your Tandem activity,  is it a good idea to take a moment to speak with your partner about what language aspects you would like him or her to correct (pronunciation, vocabulary, grammar...)?Yes, it's a good idea to tell your partner beforehand how you would like to receive feedback.  
¿En qué momentos es posible hacer comentarios sobre aspectos lingüísticos de tu compañero (pronunciación, vocabulario, gramática...)?    
Should you try to correct absolutely every mistake your partner makes?

¿Qué maneras hay de ofrecer comentarios?   Puedes explicar el error durante la conversación, puedes usar el ordenador, o puedes tomar notas y mandárselas a tu compañero. 

greasy adj. grasiento
crunchy adj. crujiente, crocante
sweet adj dulce
sour adj sabor agrio, ácido. Formal: acid 
spicy / hot adj. picante
hearty meal / lunch = comida copiosa. Hearty adj copiosa, abundante
pickled adj preserved in vinegar
fried adj. frito
boiled adj. hervido, cocido, pasado por agua
steamed adj. al vapor (cooked using steam (n. vapor)  
grilled adj. a la parrilla (cooked on a grill)
toasted adj. tostado
sautéed (UK), sauté adj. and n. salteado, sofrito 
cured adj. curado (food: smoked)
baked adj. horneado, asado, cocido (cooked in the oven)


Giving cooking instructions Vocabulary and Phrases
Libro: Afrodita. Isabel Allende.pdf
Gazpacho andaluz 
Travel. Weird restaurants

Cosmopeople (31 October - 6 November)

Globalisation, migration, cohabitation and fusion of cultures; study trips, business trips, cosmopolite citizens and lives with no boundaries. Welcome to this third week in which we will work on different aspects related to mobility. Fasten your seatbelts; we are taking off!

Gratis de inglés para trabajar del British Council no sigue un temario, si no que aborda el programa de forma práctica, como si realmente estuvieses buscando trabajo en idioma inglés. Para realizar el curso, necesitas tener un nivel básico de inglés.

Si estás interesado en realizar el curso gratis de inglés para trabajar, puedes inscribirte a través de la web de Future Learn. Comienza el 31 de octubre. 

Spanish for free. 
1. Universidad de Elche. Cursos gratis. Universidad Miguel Hernández de Elche
La Universidad Miguel Hernández de Elche ha publicado un nuevo portal web, UmhX, donde puedes encontrar cursos gratis en español (Moocs) dirigidos a todas aquellas personas que deseen formarse en una de las materias que ofrecen.
Los cursos MOOC (Massive Open Online Courses) te permiten mejorar tus conocimientos e incorporar nuevas competencias profesionales para mejorar tu currículum y tener mayores posibilidades a la hora de optar a un puesto de empleo.
La Universidad Miguel Hernández de Elche (UMH), ofrece cursos gratis en español que puedes realizar de forma online dirigidos a estudiantes de todo el mundo a través deumhX, su plataforma educativa abierta.
UmhX es una plataforma que se basa en edx, un portal web de cursos MOOCs fundado por el Instituto Tecnológico de Massachusetts (MIT) y la Universidad de Harvard en mayo de 2012.

2. Spanish for beginners Futurelearn from Open University.
Varios en el año. Cuatro semanas. Mirar aquí 

miércoles, 7 de septiembre de 2016

Fund and partitipation

Fondos Estructurales y de Inversión Europeos

EC.Europa. Contracts grants, funds es.htm
Los Fondos Estructurales y de Inversión Europeos (Fondos «EIE»), con un presupuesto de 454.000 millones de euros para el período 2014-2020, son la principal herramienta de la política de inversión de la Unión Europea.
En 2023, los Fondos EIE habrán proporcionado una masa crítica de inversión en ámbitos clave prioritarios de la UE para responder a las necesidades de la economía real, apoyando la creación de empleo y haciendo que la economía europea vuelva a crecer de manera sostenible.

Pages. Cor local events. Asking to talk about a topic Local and regional 

eurodyssee.eu . traineeship-offers-directory.
educantabria. programas europeos

etwinning.net eTwinning nació en 2005 como la iniciativa más importante del Programa de aprendizaje eLearning de la Comisión Europea y desde el 2014 forma parte de Erasmus+, el programa de la Unión Europea en materia de educación, formación, juventud y deporte . Su Servicio central de apoyo está dirigido por European Schoolnet, una asociación internacional de 31 Ministerios de educación europeos que promueven la educación en los centros escolares, los profesores y los alumnos de toda Europa. eTwinning recibe también asistencia a nivel nacional de sus 37 servicios nacionales de apoyo.
Countries etwinning.net

The Europe for citizens programme Europe for Citizens Point Spain  PEC (Punto Europeo de Ciudadanía)
Subdireccion General de Cooperacion Cultural con las Comunidades Autonomas, Direcction General de Politica e Industrias Culturales y del Libro - Secretaria de Estado de Cultura

Plaza del Rey, no. 1 , E-28071 Madrid
Contact:  Mr. Augusto Paramio Nieto
Tel.:  +34.971.71.20

Más programas Funding opportunities for initiatives linked to language learning and multilingualism are available under different EU programmes. 

Position paper on Mobility in VET and FREREF conference 

With the support of MEP Maragall and his office, the Secretariats of FREREF and EARLALL have drafted a position paper (attached) about learning mobility for people in VET. We would like to ask you to send us your amendments/comments/changes/suggestions before 16th September, so that we can include them in the draft before its presentation in Krakow on 22nd September.

Next steps: 
  • Event in Brussels during the European Vocational Skills Week
  • Inventory of good practices
  • Creation of a European network of Regional Platforms for VET mobility

Awarded and ongoing projects 

During the Summer we received the results of our applications and we are happy to announce you that… 

TALENTS (New talents for companies – Developing developing the potential of immigrants and refugees) has been selected.  

But, unfortunately, STREAM (Mobility in VET)RING (Intervention with NEETs) and AWARD (Guidance and competences for older adults) were not awarded EU-funding. Nevertheless, we are looking forward to preparing the applications for 2017, and, thanks to the evaluations we have received, we will make our applications stronger!

Besides, we are working on the projects:
  • BRIDGE (Guidance for Low Skilled Adults)
  • FINALE (Financing Adult Education)
  • SIRENA (Support for small and medium sized enterprises engaging in apprenticeships)

Project applications 2017 

We are thinking about the possible topics of our next applications:
  • NEETs
  • Older Adults
  • Diversity and innovation at the workplace
  • Entrepreneurship & volunteering related to integration of refugees 
We are looking forward to hearing more proposals and priority topics from your region! Please do not hesitate to contact us.