Firstly, we can read this book titled Manifesto for adult learning in the 21st century
As a tool for change, EAEA has published 'Manifesto for Adult Learning in the 21st Century'. It sets objectives for creating a Learning Europe: a Europe that is able to tackle the future positively and with all necessary skills, knowledge and competences.
What do you think about?
Secondly:
The International Council for Adult Education, ICAE is a global network with a mandate to advocate for youth and adult learning and education (ALE) as a universal human right.
During the last decade ICAE participated in the main conferences aimed at raising the world’s consciousness on key international issues. ICAE engages in these issues confident in that lifelong learning has the capacity to positively affect many dimensions of poverty, peace, reconciliation as well as conflict prevention.
However there is often lack of recognition of the benefits of education, in particular related with non-formal adult education, when looking at development goals. This is why ICAE considers international and regional spaces of policy and decision-making as the main target for advocacy work.Adult Education holds in the main global processes:
- The Sustainable Development Goals (SDGs) that come in place of the Millennium Development Goals after 2015.
- Education For All (EFA)
Building Learning Societies. Good news from Brussels - New European priorities for education and training 03 September 2015
September is back-to-school time and a good time to focus on improving education systems. The European Commission has begun the new school year by announcing a proposal for renewed priorities for European cooperation in the framework of education and training 2020, for the period 2016-2020 on the basis of mid-term stocktaking.
The draft of a joint report by the Commission and Member States proposes to strengthen European cooperation in the field of education and training in order to address the most urgent challenges of our society. The priorities aim to make sure that education and training systems are designed to improve people’s skills and employment prospects, while at the same time cultivating the fundamental values of equality, non-discrimination and active citizenship.
The six new priorities are:
1. Relevant and high-quality skills and competences for employability, innovation, active citizenship;
2. Inclusive education, equality, non-discrimination, civic competences;
3. Open and innovative education and training, including by fully embracing the digital era;
4. Strong support for educato rs;
5. Transparency and recognition of skills and qualifications; and
6. Sustainable investment, performance and efficiency of education and training systems
Key elements on how to make adult education work for groups furthest away from education
In Denmark 2 researchers have been investigating specific adult educational learning courses in the field of non-formal adult education and they found some key elements in the process of creating motivation for the group furthest away from education. The result of the work is a matrix of key elements that can be used to stimulate and support the development of motivation for lifelong learning.
The key elements have been defined by crossing the answers from the participants and the professionals and then analyzing the set-up in a motivation and learning theoretical perspective.
Group. Reflexion for Basic Elements of effective group:
Responsibility
Being serious and honest
Contribute as much as you can
Complete the work assigned to you
Reliance
Relationship
Encourage each other to
• Share information
• Exchange viewpoints
• Discuss
• Form good partnerships
. Show acceptance to different personalities
Be devoted to the group.
Reflection
Be aware of:
•How much progress the group has made
- a sense of themselves as someone who learns and changes over time
- making connections and seeing that learning matters
- learning with and from others and also be able to manage without them
- being aware of their thoughts, feelings and actions as learners and able to use that awareness to manage learning processes.
And we, as teachers/coordinator/counseller, should help them taking into account some guidelines:
- actively model and share a value for learning
- offer a sincere expectancy that the person can learn effectively
- help the person to structure appropriate study habits
- celebrate effort in the pursuit of a chosen goal
- help the person to develop and identity as a learner
As Raymond J. Wlodkowski said "Helping people of all ages feel interested and excited about learning is one of the most valuable gifts one can offer"
September is back-to-school time and a good time to focus on improving education systems. The European Commission has begun the new school year by announcing a proposal for renewed priorities for European cooperation in the framework of education and training 2020, for the period 2016-2020 on the basis of mid-term stocktaking.
The draft of a joint report by the Commission and Member States proposes to strengthen European cooperation in the field of education and training in order to address the most urgent challenges of our society. The priorities aim to make sure that education and training systems are designed to improve people’s skills and employment prospects, while at the same time cultivating the fundamental values of equality, non-discrimination and active citizenship.
The six new priorities are:
1. Relevant and high-quality skills and competences for employability, innovation, active citizenship;
2. Inclusive education, equality, non-discrimination, civic competences;
3. Open and innovative education and training, including by fully embracing the digital era;
4. Strong support for educato rs;
5. Transparency and recognition of skills and qualifications; and
6. Sustainable investment, performance and efficiency of education and training systems
Key elements on how to make adult education work for groups furthest away from education
In Denmark 2 researchers have been investigating specific adult educational learning courses in the field of non-formal adult education and they found some key elements in the process of creating motivation for the group furthest away from education. The result of the work is a matrix of key elements that can be used to stimulate and support the development of motivation for lifelong learning.
The key elements have been defined by crossing the answers from the participants and the professionals and then analyzing the set-up in a motivation and learning theoretical perspective.
Motivation for Lifelong Learning
Facilitator Steen Høyrup, Danish University of Education, one of the researchers behind the rethe publication "We're searching for the stuff that works!"
We're rearching for the stuff that works!" File 2.9MB PDF document
The report "We're searching for the stuff that works!" focuses on the non-formal adult education and motivation for lifelong learning. Danish Adult Education Association, DAEA, is the Danish umbrella organization for the non-formal adult education sector in Denmark and is behind the report. http://www.daea.dk/
Group. Reflexion for Basic Elements of effective group:
Responsibility
Being serious and honest
Contribute as much as you can
Complete the work assigned to you
Reliance
Relationship
Encourage each other to
• Share information
• Exchange viewpoints
• Discuss
• Form good partnerships
. Show acceptance to different personalities
. Respect
. Be sensitive to each other's
. Needs
Feelings
PositionsBe devoted to the group.
Reflection
Be aware of:
•How much progress the group has made
• How much you have contributed to the group
• How well you have communicated with the members
• How well the issue has been done
Lifelong Learner. I think that the most valuable element for an effective adult learning is the learner. Learners should be aware of the following points:• How well you have communicated with the members
• How well the issue has been done
- a sense of themselves as someone who learns and changes over time
- making connections and seeing that learning matters
- learning with and from others and also be able to manage without them
- being aware of their thoughts, feelings and actions as learners and able to use that awareness to manage learning processes.
And we, as teachers/coordinator/counseller, should help them taking into account some guidelines:
- actively model and share a value for learning
- offer a sincere expectancy that the person can learn effectively
- help the person to structure appropriate study habits
- celebrate effort in the pursuit of a chosen goal
- help the person to develop and identity as a learner
As Raymond J. Wlodkowski said "Helping people of all ages feel interested and excited about learning is one of the most valuable gifts one can offer"
INTERGENERATINAL TOPIC. UNIVERSITIES. I UNDESTAND THAT UNIVERSITIES POINT OUT NEW TENDENCIES.
studies.
Certificado Europeo de aprendizaje Intergeneracional. Universidad de Granada. Spain.
Mariano Sánchez Martinez y Pilar Díaz Conde generatefp@gmail.com
ORGANIZATIONS.
Beth Johnson Foundation If you are interested in helping your city reach the age-friendly accreditation, or in developing your community along the age-friendly principles, contact Lynne Wealleans at: lynne.wealleans@bjf.org.uk
studies.
Certificado Europeo de aprendizaje Intergeneracional. Universidad de Granada. Spain.
Mariano Sánchez Martinez y Pilar Díaz Conde generatefp@gmail.com
ORGANIZATIONS.
Beth Johnson Foundation If you are interested in helping your city reach the age-friendly accreditation, or in developing your community along the age-friendly principles, contact Lynne Wealleans at: lynne.wealleans@bjf.org.uk
