Why?The rationale and background of this project are found in the suggestions in the Green Paper on teachers’ education in Europe (2000), and key messages in the EU Memorandum on Lifelong Learning (2000). Both documents single out the need for a qualitative initial and further professional training of teachers. They should be fit to face new roles and challenges, the introduction of modern innovative methods, techniques and ways of teaching and learning that are required to realise lifelong learning for all. The adult learners, returning to 'school' to get an education – a typical phenomenon in most European countries – certainly are such a challenge. The aim of the project was to contribute to better competence among teachers and to increase the quality level of professional further training in order to better meet the specific needs of adults in formal education.
To achieve this aim the project has 6 concrete objectives. These are:
- To share examples of good practice throughout Europe.
- To compare and analyse contents and forms of training of teachers for adults, identify the gaps in basic skills, needed for successful work with adults and for facing their specific needs.
- To develop innovative educational programmes for teachers of adults.
- To strengthen and spread the European dimension in educational systems and in further professional training of teachers.
- Facilitating the learning process of adults in formal educational settings.
- Creating a lasting partnership continuing the co-operation among partners well beyond the project s lifetime.
Target groupThe main target group consists of mainstream teachers in upper secondary professional and vocational education that are expected to teach adults, but the project will hopefully have a broader impact on adult educators all over, providing the opportunity (educational programme) for them to improve their professional skills.
ResultThe needs analyses made in the various countries were based on a) a survey* and b) the use of “focus groups” composed of professionals and learners. The use of focus groups roughly corresponds to a well structured brainstorming.
On the basis of what can be summed up from these needs analyses the first teacher training module was developed.
The partners in the project came from Denmark, Greece, Norway, Great Britain and Sweden, and they represent organisations of employers and employees (Norway and Great Britain) and schools (Greece, Denmark and Sweden.)
ProductsThe project published two books, one in which the method is described and one which presents the tool.
Success storyThe project was chosen as one of the 32 success stories to receive the Leonardo da Vinci Award 2004.
Contacts in ELBUS
The collected material was translated into English and into the languages of the partner countries. The tested material was discussed in conferences and during study visits and the services in the various countries for adults learning mathematics at a level between basic threshold level and upper secondary level were discussed.
The target group of the project was teachers and policy makers in the field of mathematics for adults.
BackgroundEuropean citizens have to adapt to the continuous restructuring of routines, roles and hierarchies in workplaces.
The specialised knowledge learnt through vocational qualifications helps workers to ‘do things’, but, in order to increase their participation chances in the European labour market, to support their employability and to prepare them for life long learning, the European workers also need to draw on different literacy practices and to perform different roles within institutional literacy networks.
They need to interact with other social actors, to read, write, listen and talk about workplace tasks and processes, to interpret and re-contextualise information and to be flexible and critical enough to manage their own learning and development.
OutcomesThis project proposal is based on the assumption that VET education is more than vocational specialisation and technical knowledge.
A mapping exercise meant to identify a number of core literacy practices for the workplace will lead to the following project outcomes:
- a set of identified key competences and skills needed by VET teachers in order to embed workplace literacy practices into vocational content
- a training curriculum for pre-service and in-service training in VET and
- a set of resource materials designed to support VET teachers to adapt their teaching to the workplace literacy needs of their pupils and trainees and to the job requirements in companies.
- Romanian Institute for Adult Education, Timisoara, Romania (coordinator)
- DIE, Germany
- ERGON K.E.K. – Vocational training centre, Greece
- University of Florence, Italy
- German Romanian Foundation Centre for Vocational Training and Development, Romania
- University of Stockholms, Sweden
- Vox, Norway
Here are some of the central questions that the project relates to:
- How are mathematical-didactical research results transferred to school environments?
- How can adults benefit from these results?
- How can teachers present topics that may be interesting for researchers to look into?
- How can the dialog between teachers and researchers be developed?
The project is being coordinated by Åsø Vuuxengymnasium (Stockholm). The project was presented at the Mathematics biennale in Stockholm on January 31st 2008.
One of these platforms (TELSI), created with the support of the Telematics in Education & Training Programme, has been especially designed for activities based on the principles of Collaborative Learning (learning through group interaction, learning from discussion with your peers, student autonomy, etc.)
ObjectivesThe investigation of the potential of Internet-based Collaborative Learning started from the assumption that the two models tested could:
- enable a holistic approach to Adult Education throughout Europe, by involving several subjects and disciplines in short duration activities at European level (the ACROSS concept)
- motivate adults for creative writing, in their mother tongue and in other European languages (the WebSiteStory concept)
- A sustainable network of adult education institutions
- Examples of best practice scripts combining cross-cultural issues and cross-national curricula.
- An evaluation of the pedagogical activities
- A home page
- informing about our collaborative learning projects
- inviting other educational institutions for discussions on Internet-based collaborative learning
- A flyer in six European languages referring to the eCOLE Web-page
- A comprehensive report with descriptions of the activities, available from the home page: Booklet (pdf-file)
The project was coordinated by EuroEd in Romania. For the work done in setting up the portal eLancenet was awarded the European Label for 2004. The European Label is coordinated by the European Commission and is awarded each year to the most innovative language learning projects in each country participating in the scheme.
”Small languages – great possibilities?”In connection with a project meeting in Oslo, Vox organised a seminar called “Small languages – great possibilities?” on June 11th 2004. The idea was both to launch the web portal and to celebrate the eLancenet project. These were the main topics of the seminar:
- Presentation of the project in the light of the EU action plan 2004-2006 by project coordinator Anca Colibaba, Director of the EuroEd Foudation
- The challenges to small and less widely used and taught languages and possible strategies for survival, by Sylfest Lomheim, Director of the Norwegian Language Council
- Linguistic diversity and multilingual communication, by Graciela Sbertoli, Head of Unit for International Cooperation at Vox
- European language policies, challenges and consequences, by Frank Heyworth, Adviser to EAQUALS, the European Association for
- Quality Language Services
As such, Emdel intended to valorize (i.e. to reuse) the results of other distance learning and e-learning projects carried out earlier within the framework of the European Community’s initiatives. Starting from these results and the "good practices" tested, the main goal of the Emdel project was the creation of a European E-learning System through a process of cooperation among partner institutions and the expansion towards new organizations.
The project partners said that "the advantage of such a cooperation is that building on an already existing product enables us to rapidly increase the supply of high quality e-learning products at a lower cost. This approach provides all those who are working with e-learning with a greater insight into pedagogical principles and practices in other European countries".
- An on-line Catalogue "Showcase of Distance Learning Modules" which contained a list and a description of products realized and collected by the partners. 10 Distance Learning Modules were translated, adapted and disseminated at transnational level. The creation of the Catalogue had the purpose of giving both the trainers and the managers of distance learning systems the possibility to know what distance learning modules were already offered on the market and the ways in which they could be used.
- Production and share of a basic software programme for the assessment of customer satisfaction and quality of the products. This meant that potential users of the online modules could find assessment by previous users and evaluations made by experts and tutors.
- Virtual mobility through on-line use of Distance Learning Modules installed on the servers of the partner nets. The aim of this action was to allow the use of distance training products in the original language by a person living in a partner country. The users had at their disposal services of support both locally and on line (in the original language) thanks to the presence of tutors operating in local systems. This service was meant to be convenient for immigrants and children of immigrants and for export-directed businesses.
- Dissemination through the adaptation of modules from other countries. The goal was to have at least 10 distance education and e-learning modules translated, adapted and spread to the other participating countries.
- In this connection Vox translated and adapted a Polish distance education product/module, "Ethics online", which was developed at Gdansk University of Technology. You can look at the Norwegian adapted version here.
- In the same way a Swedish adaptation was made of a Norwegian distance education course called STUDIT developed by Vox. You can look at the English course here. A Hungarian version of STUDIT was also developed.
- A Vox-developed interactive course in social science, "Konsept", has also been adapted by the Hungarian partner. You can see the Hungarian version here.
Information and dissemination
EMDEL has been presented at a number of international conferences and information about the project can be found on the home sites of the various partners.
- Public and Private Institutions, Organizations and Companies
- Distance Training Agencies
- Adult Education Centres
The project partners come from Italy, Belgium, Lithuania, Poland, Hungary, Sweden and Norway
Coordinating institution: Tuscany Region Vocational Training Centre, Italy
BackgroundThe project addresses the issue of validation of non-formal and informal learning, which responds to the needs of employees and job-seekers to get recognition for competencies they have acquired at the work place. The tourism sector has been chosen as a target sector because of the increasing number of non-qualified individuals working in the tourism sector (mostly hotels) in several European countries.
ObjectivesThe aim of the project is to evaluate existing tools and practices for validation of non-formal and informal learning and to offer the most practical and relevant ones, based on the experience of the five European countries that participate in the project. The project’s objective is to facilitate the process of validating non-formal and informal learning, with a focus on the needs of the tourism sector.
- Analysis of the most practical tools, instruments and procedures used in five European countries for validation of non-formal and informal learning
- Methodological and practical recommendations
- Creation of modular structures for educational programmes in the tourism sector, both at VET level and at college level
- Electronic competences testing programme for tourism sector
- Trained assessors in VET schools, companies and colleges
- Companies employees and other individuals having passed competence tests
The project partnershipThe project consortium includes 8 partners from 5 European countries. The partnership has been formed with a view to making use of the best European practice in the field of validation of non-formal and informal learning. Each country has its own tools, instruments and procedures as well as different contexts: different legislation and education systems.
Valorisation of the project results and impactValorisation is based on several levels: organisational, national, sectoral and international level. The dissemination activity will be organized in the partners’ organisations, at national level (through national, and sectoral networks) as well as through the international networks of the project partners.
Learning and social integration
The aim of the project has been to make the learning process and the social integration easier for adult immigrants. It was also important to view possibilities for a common European policy of equal access to lifelong learning.
The target groups of the network were primarily teachers of adults, those who work directly with adult immigrants and politicians, but the network has been open to anybody with an interest in the field.
The portalThe EuroMigranet portal contains information about the partner institutions, relevant information about integration of adult immigrants and reports from study visits.
All the five countries involved in the project received study visits. In addition to the portal the project made a flyer for information purposes.
PartnersInstitutions form five countries took part in this Grundtvig 4 project: Belgium, Greece, Norway, Spain and Sweden.
The Europass framework concept introduced in 2005 enables European citizens to make their qualifications and competences transparent throughout Europe. The principal instrument for achieving this is the Europass curriculum vitae (CV) which can be linked to other Europass documents such as the Language Passport, Mobility, Diploma Supplement, and Certificate Supplement.
The Copenhagen Process and the promotion of lifelong learning have led to growing interest at European level in the transparency of learning outcomes.
Europass Language Passport users receive exemplary assistance in self-assessing their current level of linguistic competences. In contrast, young people are provided very little support in documenting the outcomes of informal learning in their Europass CV. This is all the more regrettable because European countries are nowhere near establishing a common language regarding questions of outcome orientation. Young people in particular are often unaware of how large the proportion of competences gained outside formal educational programmes is and, therefore, how important this makes additional information which supplements attestations and certificates of completion.
Project purposeIn the project europass+, educational experts from seven European countries are developing an online instrument to support trainees in documenting informally acquired competences.
europass+ aims to support young people in assuring themselves of their own competences and thus, in accord with a strategic aim of European policy on vocational education and training, contributes to making learning achievements apparent, independent of where and how they were acquired.
Project outcomeeuropass+ is primarily aimed at enabling young users to comprehensively, quickly and independently record informally acquired competences in writing and in a form which can be understood throughout Europe. A support instrument is being developed which:
- can be included in an expanded online support system for the Europass CV and / or made available on national platforms,
- enables significantly more comprehensive documentation of informally acquired competences through appropriate sub-categories, examples and suggestions,
- describes these competences in relation to the levels of the European Qualification Framework (EQF) and
- is also suitable for people who are not exceptionally digitally literate.
Partners Exploiting European Experienceseuropass+ is being developed in trans-national partnership between experts in vocational education from Germany, England, France, Norway, Poland, Spain and Switzerland. They are drawing on previous experiences with existing competence passports and European transparency instruments in developing this new instrument.
The partnership of multiple players, which includes training centres and research institutions as well as representatives of employers, trade unions and national organisations, guarantees that the instrument being developed meets the needs of young people and helps them produce an informative Europass CV.
Forschungsinstitut Betriebliche Bildung (f-bb) GmbH (Research Institute Vocational Educational Training)
- Employers’ Organisations
- EEF West Midlands Technology Centre (UK)
- MEDEF Franche Comté (FR)
- Trade Unions
- C.F.E./C.G.C. Union Régional de Franche-Comté (FR)
- CFDT, Union Régionale de Franche-Comté (FR)
- Solidarność (PL)
- Transport and General Workers Union (UK)
- Education and Research
- afpa - association nationale pour la formation professionnelle des adultes (FR)
- Forschungsinstitut Betriebliche Bildung (f-bb) gGmbH (DE)
- Fundación Tripartita (ES)
- TNOiK Towarzystwo Naukowe Organizacji i Kierownictwa (PL)
- Vox - Norwegian Institute for Adult Learning (NO)
- Widney UK Limited (UK)
PartnersInstitutions from the following countries take part in the project: France, Finland, Great Britain, Norway, Poland, Spain and Germany.
Coordinating institutionbfz Vocational Training Research Department, Nürnberg (Nuremburg), Germany
Main objectives of the project:
- to establish a European platform for the discussion of family learning
- to show how important this method is in connection with lifelong learning (LLL) for adults with limited or defective education
- to create a forum for discussion of examples of good practice
- to find and assess examples of good practice
- to motivate teaching staff and politicians who have links with the field to take part in an international forum
- to find support recommendations for further development by applying for Grundtvig 1 or 4
Target groupThe target group consists of politicians, researchers and educational institutions that are or might wish to be involved in family learning.
Institutions from the following countries took part: England, France, Ireland, Italy, Poland and Sweden
Adults’ inspiration to learn
Adult learners have a variety of learning strategies and their personal, social and economic backgrounds will play an important role in deciding the extent of their participation the goals of their learning activities.
An open, flexible approach to learning can contribute to improved participation, particularly among participants who have so far been outside traditional offers of education. This group includes minorities, women, the handicapped, the socially and economically disadvantaged and persons who live far from educational institutions.
The basic pedagogical idea of this project has been to create learning environments where the participants can be in charge of their own learning process. The focus has been on learning needs and on personal learning strategies and on equality in the relationship between learner and tutor. Each partner in the project has functioned as an independent unit with responsibility for establishing national networks and contacts.
Institutions from the following countries took part: Belgium, Denmark, Lithuania, Malta, the Netherlands, Norway, Spain, Sweden and Hungary.
- Ufficio Fondo Sociale Europeo Provincia Autonoma di Trento (IT)
- Regione Autonoma Friuli Venezia Giulia (IT)
- Regione Toscana (IT)
- Regione Marche (IT)
- Voivodship Labour office in Bialystok (PL)
- Skills for care (UK)
- Vox – Norwegian Institute for Adult Learning (NO)
- Wirtschaftsförderung Region Stuttgart (DE)
- Sepecam – Servicio Publico de Empleo de Castilla - La Mancha (ES)
- Catalan Employment Service – Government of Catalonia (ES)
- Länsi-Pirkanmaan Koulutuskuntayhtymä Aikuiskoulutus (FI)
- Vytautas Magnus University (LT)
- Conseil Regional du Centre (FR)
A need has been felt to improve awareness of intercultural competence and communication in an increasingly multicultural Europe.
ObjectiveThe objective of the partners co-operating within ICTaL was to increase the intercultural competences and didactic repertoires of educators, particularly among those who teach immigrants.
- to identify the local specific needs of disseminators and learners
- to collect and develop examples of best practice in intercultural teaching and learning
- to exchange experience and examples of best practise within intercultural teaching and learning concerning the immigrants’ countries of origin and destination
- to publish the results during a workshop performed by all partners for educators from each country and permanently through the home page
A home page has been established, including articles on good practice and theory. A workshop was organised in Berlin. Partly as a result of this project an application was sent for a project called Co-workers.
The following institutions were partners:
- Technical University of Berlin (Co-ordinator), German
- Adult Education School ”Enrique Tierno Galvan” ,Spain
- CEPA La Balanguera, Spain
- Vox, Norway
Although the Nordic countries come out quite favourably in these surveys, there is still a fairly large percentage of the adult population who will have difficulties with the reading and writing requirements of modern working life. In the project group we think that the Nordic countries may be able to learn from each other when it comes to ways of approaching this problem.
Target groupThe initial target group consists of providers of adult education, leadership and HR personnel in enterprises, union representatives. The ultimate target group, of course, is made up of persons who may need to improve their reading and writing skills.
PurposeThe project partners have collected some examples of how reading and writing training has been organised in certain Norwegian and Danish enterprises. On the basis of these descriptions, and on the basis of years of experience within the project group, we try to set up certain recommendations as to how reading and writing training should be initiated and carried out in enterprises. The result is a kind of do’s and don’ts list covering at least three stages in the process:
- the initial contact between provider and enterprise
- the information and motivation phase
- the organisation of the actual training
There are only Danish and Norwegian partners in the project:
- Netværkslokomotivet, Vejle
- VUC Thy – Mors, Thisted
- AOF Telemark og Vestfold
- LO Telemark
- Vox – Norwegian Institute for Adult Learning, the coordinators of the project
ProspectsThe project is a one-year project covering autumn to autumn 2006/2007. It is the hope of the project group that we will receive the necessary funding to extend the cooperation into a Nordic network covering most of the Nordic countries.
Collaborative learning is a pedagogical approach that is gaining ground. Apparently most people learn better and faster when they can function within a framework that fosters cooperation and positive attitudes to other people.
The purpose of NICOLE was to create a network of educational institutions and study circles in order to investigate the potential of net-based collaborative learning.
AimThe aim was to disseminate information about examples of good practice within European countries. An additional aim was to present pedagogical material and models that have already been tested on the project home page.
Resulting from the project there is a home page where you can find articles and reports on various activities, some examples of activities that have already been tested, and evaluation reports. There are also some articles on collaborative learning as a pedagogical approach.
Institutions from Germany, Portugal, Spain, Sweden and Norway took part in the project.
Coordinating institution: Vox, Norway
- Salpaus Further Education, Lahti, Finland (coordinator)
- Sprogcenter Viborg, Denmark
- Comvux SFI Västerås, Sweden
- Trondheim Kommune, Norway
- Vox, Norway
Four categories of data will be available in the Validation Observatory:
1. Formal information: official texts on
- organisation of validation of non-formal learning in each partner country
- tools used by institutions practicing validation (e.g. standards, dossiers, portfolios, grids of interviews)
- statistics, reports on results, etc.
These documents will be presented in national languages with a brief comment in English explaining content and key points.
2. An annual state of affairs of the implementation of validation of non-formal and informal learning in the country, of debates and discussions, of the coordination of validation with European initiatives (among them the European Qualification Framework, introduction of credit systems, of learning outcomes as basis of presentation of programmes and recognition of individual pathways, the 2008-2010 Action Plan on adult education, the future guidelines for the development of validation process in Member States). This short note will be written in English.
3. Case studies presenting interesting or innovating initiatives and experimentations, good or even «bad» practices, difficulties met in implementing. These case studies will not be necessarily written documents, but also videos, reports of interviews with members of juries, of human resources managers, portraits of candidates.
4. An annotated bibliographical review of reports, books, articles, and surveys on validation of non-formal and informal learning issues published each year in a country. The objective is to identify each year five to ten documents contributing to significant progresses in reflection and practices and to present a short resume (1 to 2 pages) of main results in English.
A country leader in each country will gather and prepare these documents. His or her mission is to set up a national team made of representatives from different educational sectors: higher education, vocational education and training and adult education (third sector).
These data will be reviewed and validated by the experts of the Observal Management Group.
OrganisationObserval is a European project granted by the Leonardo da Vinci programme. EUCEN, the European University Continuing Education Network, is the leader of this project. Partners are teams in 24 countries of the European Union representing the different educational sectors (higher education, vocational education and training, adult education).
Two major events are scheduled:
- A meeting in Sweden in 2009 during the second semester, during the Swedish presidency of EU where a first version of the Observatory will be presented and discussed with representatives of potential users
- A Conference in Belgium in 2010, during the Belgian presidency of EU to present the final version of the Observatory and to envisage, with European decision makers and main European networks working in the field of education and training, the possible follow up and the solutions to ensure sustainability.
Refine has 17 partners from universities, institutions of continuing and further education, adult education institutions and youth organisations. 12 countries are involved, five of which are building on their results from the Transfine project. Each country’s coordinator has two to eight associate partners; accordingly a total of more than 60 organisations are involved in the project.
Contractor: Université des Sciences et Technologies de Lille (USTL)
Project Coordinator: Pat Davies, European Universities Continuing Education Network (EUCEN).
The Centre for Continuing Education (SEVU) at the University of Bergen coordinated the Norwegian part of the project. Senior Adviser Grethe Haugøy at Vox took part in the project and wrote the final report, which you can download from the project web page.
Contact person at UiB
Frank Moe, tel. +47 55 58 89 55, e-mail: firstname.lastname@example.org
The project worked though notes, reports, exchange visits and conferences. The material gathered was published in the Web.
Aims and Objectives
- Identifying good practice and delivery models and sharing this with each participating country and the European Commission.
- Collecting information and data about basic skills and social exclusion in each country through a number of surveys and thematic reports.
- Each organisation to develop a basic skills action plan re the implementation of good practice and strategy implementation or indeed move to enhance policy development.
- Produce a final report containing research recommendations and conclusions of those appropriate options for developing adult basic literacy/numeracy education at individual, organisational and policy levels within the participating countries.
- Hosting a Final Dissemination conference in Brussels, Belgium, March 3rd and 4th 2005.
Institutions from the following countries took part in the project:
England and Wales, Poland, Malta, Italy, Ireland, Spain, France, Greece, Romania, Norway and Belgium.
was a LINGUA 1-project aimed at increasing the awareness of the linguistic similarities between the various Germanic languages in Europe.
The main target groups were students and teachers in secondary education. The main activities of the project consisted of collecting texts in the form of common Germanic fairy-tales and other linguistic and historical texts, providing information on Germanic linguistics, and discussing methodology on how to help students become aware of and positive towards the linguistic similarities between their mother tongues and other Germanic languages.
Activities and aimsThe activities were centred on the use of the SIGURD web portal, which functioned as a resource base as well as a discussion forum and a presentation of the project. The portal contains a web-based guide in the following languages: Norwegian, Dutch, German and English. It also contains parallel versions of the texts and a guide to using the portal resources.
The portal remains operative after the project has ended in order to disseminate the texts, information and experience embedded in the resource base and communication area. The hope is that users of the portal resources will ultimately become aware of the possibility to expand their linguistic capacities to include other Germanic languages.
- Universiteit Antwerpen (Belgium)
- Westfalen-Kolleg Paderborn (Germany)
- Albeda College (the Netherlands)
OutputThe most important output from the project is the web page with its various articles on environmental problems.
The discussions and exchange of experience relate to:
- collective updating of factual knowledge on the environmental situations in the different countries, with an emphasis on energy exploitation and consumption
- collective updating on the measures undertaken by each of the represented countries to contribute to the solution of environmental problems
- didactic approach to the presentation of problems to adult learners, with the purpose of enhancing their awareness of the problems and their individual responsibility
- didactic approaches and ideas for field studies and concrete experiments to be undertaken with the student groups
- exchange of information about other cultural factors and about the different national educational systems.
In the context of this project, diversity has been understood as concerning differences in culture, language, values, age, gender, sexual preferences, health, and physical ability.
Tools for Diversity (TforD) was a two-year Leonardo da Vinci project which started in the autumn of 2006. The consortium included partners from Finland, Poland, Greece, Spain and Norway. There were two Norwegian partners: Diversity at Work (MiA) and Vox.
Each of the partners had a reference group. The reference group took part in the development of content and methods of the tools developed. Both the reference group and the enterprises that tested the products obtained permanent user rights to all the materials developed in the project.
Objectives and productsTforD developed a tool that leaders and instructors can use to monitor attitudes to diversity, and reveal potential challenges and possibilities for improvement.
During the project period a course concept was developed and tested. For this part of the project the partners worked together with national groups of organisations, institutions and companies that were interested in taking part in the testing.
The long-term goal of TforD is making the management and exploitation of diversity in the workplace into an integrated part of training structures in the workplaces.
Project backgroundThe background for this project was among other things the effects of globalisation and of the increased geographic mobility of the work force in European countries. It has become increasingly clear that both society and the workplaces have to consider diversity as an asset which will encourage innovation and creativity.
The TRANSFINE project received its funding from the European Commission through the so-called “Joint Action Programme”.
The project was one of three projects under the heading ”Building qualification bridges: A European credit transfer and accumulation system for lifelong learning.”
Involved in the TRANSFINE project were a number of international organisations within working life, adult education and the youth sector. The formal contractor was Université de Lille 1, whereas the administrative responsibility was given to EUCEN (European Universities Continuing Education Network), a network that has 80 universities as members. As a Norwegian member of EUCEN the University of Bergen and its Centre for Continuing Education (SEVU) coordinated the work on the Norwegian study. The project was actively supported, also financially, by the Norwegian Ministry of Education and Research and by Vox, who collected the data and worked out the national report for Norway.
Phase 1 of the project consisted of making a general survey of the experience gained and the measures taken when it comes to documentation and valuation of non-formal and informal learning in Europe.
In phase 2 the project tried to produce more specific information and five national studies were carried out. On the basis of the knowledge of what had already been done in the country in relation to accreditation of prior learning, Norway was chosen as one of the five countries. In this phase a Norwegian seminar was organised during which the partners involved were invited to identify advantages and drawbacks with having a common European arrangement and a common set of procedures.
In phase 3 the results from phase 2 were analysed and the project resulted in a recommendation that was sent to the Commission. A follow-up project – Refine – started in January 2004.
- European Association for the Education of Adults (EAEA).
- Association Européenne pour la Formation Professionele (AEFP) in association with the Association Nationale pour la Formation Professionnelle des Adultes (AFPA).
- Federation Internationale pour les Echanges Educatifs d'Enfants et d'Adolescents (FIEEA).
- Société Européenne pour la Formation des Ingénieurs" (SEFI).
- Coordination institution
- Contractor: Université des Sciences et Technologies de Lille (USTL)
- Project Coordinator: Pat Davies, European Universities Continuing Education Network (EUCEN).
- Institutions in the following countries took part in the project: Belgium, England, France, Cyprus, the Netherlands, Norway, Spain, Switzerland and Austria.
- Coordinating institution
- Kenniscentrum, the Netherlands
AimThe project "Managing European diversity in lifelong learning" aims at strengthening the use of validation of non-formal and informal learning for both summative and formative purposes in a qualitative and quantitative sense: more use of the validation principles by individuals and organizations, supported by a more demand-steered and customer-oriented learning system.
This goal will be served by working both top-down and bottom-up. We aim at working bottom-up, i.e. making visible the specific needs for lifelong learning on the labour market in three key sectors as well as top-down, i.e. showing the services that national and sectoral learning systems are already offering or designing the services that national and sectoral learning systems should be able to offer to the potential users, i.e. the modern, lifelong learning workers.
- gathering, analysing & comparing the practices from different learning cultures,
- identifying critical success factors
- knowledge exchange on weaknesses and strengths
- formulating a general approach to the implementation of the validation principles in any given learning culture
- showing specific forms of implementation through role models
- disseminating the results within all learning cultures.