16/8/2023 0 Comments Barry J. Hake turned 80 this year!Most of us know that Barry Hake was one of the forefathers of ESREA and its heart and soul for many years. This year Barry turned 80. Barry was born in January 1943 in Cullompton, Devonshire (United Kingdom). He studied at several universities, such as Bristol, Exeter, and Hull, where he got his B.A, M.A. and a PhD in Comparative Political Science titled "Patriots, Democrats and Social Enlightenment: A study of political movements and the development of adult education in The Netherlands, 1780-1813". In 1970, Barry left the United Kingdom to start his first job in the Netherlands at the European Cultural Foundation in Amsterdam. Five years later, he became head of the educational department of the Tropenmuseum and in 1978 he started his work as researcher at the oldest university of the Netherlands, Universiteit Leiden. As Associate Professor of adult education at Leiden University School of Education he was running the ESREA secretariat from 1991 until 2007shortly before he somewhat reluctantly retired, as Dutch law at that time wouldn’t allow to continue working after the age of 65 -o tempora, o mores! Barry always loved teaching and his students adored him. Since then, he has been working as an independent researcher, policy analyst and consultant and is still actively involved in scientific work with colleagues all over Europe and beyond. From one of his earliest publications “Does education have a future?” (Bengtsson et al., 1975) to the most recent one "Re-reading the 1972 Faure report as a policy repertoire: Advocacy of lifelong education as recurrent education with neoliberal tendencies" (Hake, 2023), Barry’s writing has been driven by profound knowledge on history of education and educational policies in Europe. A passionate advocate of the idea that education and learning enable everybody to change for the better, he is convinced that adult education can be an instrument in the establishment of a more just society (Rubenson, 2023). Barry’s role as a scholar in European higher education and research institutions on adult education was a relevant one from various perspectives. Starting in scientific domains such as history of (adult) education and then developing research and writings in adult education policy, among other topics, Barry was influential in reflecting critically upon concepts and theories that have changed the way research and academic staff understand adult education as a wide domain of policy, practice, and investigation. This influence was clear, for instance, when it comes to the concept of éducation permanente, lifelong education and lifelong learning, the role international governmental organisations had in using and reinterpreting such policy idea and the adoption of such concept in different national policies of adult education. Finally, Barry's engagement in cross-cultural collaboration must be mentioned here. Starting a new life in another country than where he was born, made him think differently in various aspects. Involved in numerous ERASMUS projects, he stimulated students from all over Europe to collaborate and to exchange their knowledge. Convinced that learning from other (scientific) cultures is an enormous enrichment, he succeeded in getting together a number of scholars throughout the continent. This developed from a modest group of researchers coming from both sides of the just turned down Wall in the early 90ties to a widely spread network of European researchers. At the age of 80, Barry is still a highly critical spirit, reflecting the here and now of education and social movements on the background of the past. As a tribute to Barry's wonderful and fruitful career as a known and celebrated scholar in our field, his lovely wife Angelica Kaus and his long time colleagues Michal Bron Jr, Paula Guimaraes and George K. Zarifis decided to edit a Festschrift, hence celebratory volume that includes chapters that reflect the influence Barry had in the interpretation and comprehension of adult education topics in adult education, history, policy, practices and research. Written by several colleagues interested in a wide set of topics, they all have met and worked with Barry at some stage of his life. Then, this book includes chapters that are organised in three parts: the first one on studying history of adult education; the second one on analysing éducation permanente, lifelong education and learning and adult education policy; and the last one on interpreting places, times, ways of doing and thinking about adult education. In each part the organisation of the chapters was made in alphabetical order, as chapters approach a large number of subjects, difficult to set in a systematic and coherent contents’ order. Therefore, the first part includes chapters holding historical debates of several issues. A chapter by Kirsi Ahonen can be found on the history of adult education and the relation of this domain with history of society as a framework. The connection of a specific field of education, such as adult education, is to be found on wider trends of development of society and can only be fully understood having this frame in mind. The second and the third chapters, by Alain Gras, are devoted to the discussion of the Albigensian crusade, the Cathars and the Languedoc. Both chapters, in French and in English, analyse the role of a 13th century crusade in Narbonne, a region where Barry found his second home. By Emilio Lucio-Villegas, the fourth chapter shows a discussion of the history of adult education in Spain, pointing at significant trends of development in a country characterised by diversity. By Christian H. Stifter, the fifth chapter analyses the scientific debate culture, focusing on some aspects relevant for academic reflection such as fact-oriented criticism, intellectual inspiration and collegial cooperation. The last chapter by Richard Taylor analyses Working Men’s College activities and the role F.D. Maurice had in the development of Christian Socialism and adult education. The second part of the book reflects the influence Barry had on the discussing adult education policies and on debating a significant concept such as éducation permanente, lifelong education and lifelong learning for adult education policies, especially after World War II. The chapter by Gerhard Bisovsky focusses on Austrian adult education policy, specifically in continuities in what refers to values, ideas and aims. The following chapter by Paula Guimarães discusses meanings of éducation permanente, lifelong education and lifelong learning within a significant international governmental organisations such as UNESCO. The chapter from Françoise F. Laot focusses on Bertrand Schwartz and the influence this scholar had in education permanente policies and practices in France, based on interviews made by Françoise to B. Schwartz. The chapter by Licínio C. Lima looks at Paulo Freire and his role as a subversive pedagogue in the frame of adult education theoretical debate and in policies. Kjell Rubenson’s article analyses lifelong learning in present times in the frame of social, economic, environmental and democratic crises. The last chapter by Tom Schuller stresses a pattern so significant in contemporary such as the ageing of societies through the discussion on learning through lives of adult who are getting older. In the final chapter of this part Tom Schuller draws our attention to learning for later life and, consequently, learning for death. The question: How do we reconcile ourselves for dying? should not be excluded when talking about Learning throughout Life. The third part of the book is about interpreting places, times, ways of doing and thinking about adult education. Itincludes chapters on issues that Barry has reflected upon as a scholar, as a concerned and informed citizen and a man willing to take the best of life. Therefore, the chapter by Simon Broek includes a discussion on the meaning of the good life and the importance of developing links between individual agency and social determinism when considering adult education. The next chapter by Michal Bron Jr is about urban gardens and their role as learning environments for adults (and children), in particular when talking about learning for healthy living and climate adaptation in big cities. Starting with some facts on demographic change, Rudolf Tippelt emphasizes the meaning of lifelong learning for older learners in the next article. The chapter by George K. Zarifis is directed at analysing skills and skill development for those involved in adult education practices, the adult education professionals. The last chapter by Jacques Zeelen discusses adult education as a common ground domain that allows the crossing of borders with different scientific fields. Congratulations Barry for 50 years of cross-cultural academic work and teaching and learning for a good life. We wish you all the best for many more years of an active, healthy, and happy life. A Symposium in honour of Barry Hake's 80th birthday was organised on the 5th of May 2023, at the Chateau Le Bouïs, Route Bleue, 11430 Gruissan, France. The title of this symposium was "The good life: Learning for self-fulfillment and societal embedding". Friends and colleagues of Barry from all periods of his life where there to celebrate his 80th birthday. The Festschrift was presented to Barry as a gift in this event. The photos are from the symposium and the party that followed.
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4/8/2023 0 Comments CLEAR - Constructing Learning Outcomes in Europe: A multi-level analysis of (under)achievement in the life courseThe CLEAR research project is conducted in eight EU countries – Austria, Bulgaria, Finland, Germany, Greece, Italy, Portugal, Spain – which represent more than half of the EU’s population with diverse governmental and education systems, economic and labour market structures, and socio-cultural contexts. By conducting comparative research in the countries studied, CLEAR will generate new comparative knowledge on the existing educational policies targeting learning outcomes of young people aged 18–29 and attaining secondary and post-secondary education and training. Hereby, the CLEAR project gives a special attention to groups that are multi-disadvantaged and/or in vulnerable situations, as they have been massively affected by the COVID-19 pandemic’s ramifications. Conceptually, CLEAR adopts dynamic and relational concepts – Life Course, Intersectionality, Spatial Justice – that will help explore the several mutually intersecting dimensions of the issue – individual, institutional, structural, relational, and spatial. The three theoretical frameworks bridge education, sociology, social and youth policy studies, and political sciences making it possible to explore the five analytical dimensions, and to adequately conceptualise information for research site selection. Furthermore, combining these theoretical views brings together different disciplinary approaches, which enables us to address the complex methodological issues in a dynamic and interdisciplinary manner. Methodologically, CLEAR relies on proven and field-tested comparative research and combines well-established designs of mixed-method, multi-level analyses with novel participatory strategies, thus actively stimulating informed decision-making to support policy design and implementation. CLEAR uses a plenitude of methods and conducts quantitative and institutional analyses, web-based expert surveys, and qualitative and comparative analyses. It also applies innovative participatory strategies and runs Innovation Forums with various audiences and local/regional experts. Our methodological contribution also includes identification of sparse or missing data at various governance levels and enhancing the data quality of relevant regional and national bodies, which will help to spark innovative policy solutions. CLEAR’s overall aim is to examine the combination of multiple factors shaping LOs and thus affecting their quality. Based on a better understanding of the processes of constructing LOs, CLEAR inquiries into the impact of policies to boost achievement and tackle underachievement, and designs participative activities at local level to spark innovative policy solutions. More information on the CLEAR project is available at https://clear-horizon.eu/
4/8/2023 0 Comments Versatile and Innovative open educational resources for collaborative Virtual and mobile learning Arrangements in HE - The VIVA projectBackground to the project The VIVA project is aimed at addressing one of the many features characterising the digital transformation our society is currently undergoing, that is the digitalisation of the teaching and learning experiences, especially in the higher education sector. As already recognised by an OECD report released in 2020, due to the Covid-19 health emergency, HEIs had to reinvent their activities to ensure the continuity of education by offering online classes and learning experiences as a substitute for in-class time. However, the same report also highlighted that these institutions (especially universities) were often found unprepared and unable to deliver instruction through new interactive means due to a lack of competences (OECD, 2020). The recent health emergency has certainly accelerated the pace of the digital transformation in the learning and education sector, but all the elements to detect a significant turn to the digital were already there and many related processes were already unfolding. Our project acknowledges the digital transformation described above and wants to contribute to the definition of the teaching and learning of tomorrow by fostering the integration and implementation of design-based collaborative learning practices into HEIs, with a specific focus on universities. VIVA is addressing HEIs but also practice and businesses partners and the following target groups: - HEI teachers, trainers or learning facilitators (in more practical and informal settings); - Designers and developers of educational programmes; - Eventually, students and learners in all stages of HE. All partners have highlighted the urgent need to properly train HE professionals and internship mentors to adopt online collaborative learning approaches to avoid “Zoom fatigue” and low motivation among students, as well as to properly integrate web-based collaborative approaches into their regular teaching practices in combination to classroom-teaching, even after the pandemic period. In general, the needs of our target groups are: - To introduce the method and strategies of web-based collaborative learning into old and new curricula, especially in combination with other 21st century skills; - To prepare lecturers for teaching and learning with technology-based tools and instruments; - To understand the role of a facilitator in supporting learners involved in open learning, distance education, or online learning; - To support learners in the individual and collaborative construction of knowledge, skills, and attitudes, especially in informal learning; - To support learners in moving successfully through the various stages that online learners typically go through; - To support learners effectively through the use of asynchronous and synchronous communication and learning tools; - To use assessments and assignments effectively as learning tools. Objectives The VIVA project, with its clear European afflatus, would like to achieve an overall objective and a number of specific objectives. OVERALL OBJECTIVE: to increase the effectiveness of online teaching and learning, improving the skills and competences of HE professionals in planning and delivering innovative teaching and learning practices. SPECIFIC OBJECTIVES: - Drawing comparison of good practices in design-based collaborative learning and designing an implementation strategy in other geographical and sectoral contexts (transferring innovation starting from our projects); - Developing a common competence framework to assess individual and institution-wide progress as to the acquisition of new relevant digital and educational skills; - Implementing design-based collaborative learning integration strategy (action research reports from pilots, methodology to apply Design learning in HE, quality standards); - Creating a Continuous Professional Development Programme for Educators in HE (concept, material, platform, C1 course). The VIVA project wants to develop the digital readiness, resilience and capacity of educators working in the HE sector by creating a Continuous Professional Development Programme and by designing an effective and comprehensive competence framework to assess progress in the acquisition of new relevant digital and educational skills at the European level. Our aim is also that of increasing the overall effectiveness of online teaching and learning by designing innovative blended learning programmes and methods that combine asynchronous and synchronous collaborative digital tools. VIVA, in line with the National Priorities for Erasmus+ KA2 of the Lithuanian National Agency, will foster the introduction of digital tools and methods to ensure effective learning in remote settings and will help teachers and trainers to create high-quality digital contents and make a fruitful use out of innovative online resources and tools. Implementation: The project is organised along a set of 4 content related work packages, producing the main Results: 1.Comparison of best practices On innovative design-based collaborative learning offers provided by European HEIs and internship partners. Sub-outputs to be produced: Research design Desk research results Online questionnaire Expert Interviews with selected experts The VIVA best practices report. 2. Competence Framework Developing Competence framework for: a. HE trainers and programme designers b. HE learners for self-learning competences while using digital learning approaches and devices (digital learning literacy) Deriving operational Reference systems and localising them on respective EQF levels. The resulting repositories of competences will have 2 functions, they serve as an “inventory of reference systems for competences” for validation purposes, and as a “competence framework” as a planning device for the acquisition of collaborative online learning and teaching competences. Sub-outputs to be developed: A competence framework (competence catalogue) Descriptions of sub-competences Reference systems on each competence Connection to the EQF / ECVET taxonomy. 3. Design-based collaborative learning integration strategy This result will provide a comprehensive integration framework to apply the VIVA approach in a direct and modular way on 3 different levels: micro (programme level), meso (organisational level) and macro (trans-organisational and trans-sectoral level). Tools, guidelines and recommendations will be developed in order to ensure flexible implementation in specific professional and learning contexts and high transferability. Action research results will be key in the drafting of such guidelines and recommendations. Undertaking action research local projects and using results to further develop VIVA learning modules and to gather feedback to define recommendations for implementation. Developing integration framework and tools, namely recommendations and guidelines for the implementation of the VIVA approach at micro (programme), meso (organisational) and macro (trans-organisational) level. Setting up an overarching quality approach. Sub-outputs to be produced: Action research reports Video testimonials YouTube channel with pills from experts Methodological framework (recommendations and guidelines) Quality criteria. 4. CPD Concept for Educators in HE Based on the competence framework and the action research results, Competence Oriented Learning and Validation course curriculum and modules will be established based on the well proven REVEAL methodology by: Setting up contextualised action and learning fields Developing didactic frames Sequential course plans and learning units that can be delivered in blended learning methodology The interactive platform (e-Portfolio, LMS and Validation system) will be adapted and all available learning units and materials inserted. This rich open learning platform facilitates blended learning and provides a seamless connection of e-learning (moodle), validation software (LEVEL5) and e-portfolio (Mahara) functionalities. Suboutputs to be produced: CPD learning modules VIVA interactive platform VIVA then includes 2 Learning Activities: Joint transnational learning activity for HE staff (C1): a Continuous Professional Development (CPD) course for 12 educational professionals in HE that will then facilitate the VIVA approach within their institutions. Intercultural blended learning activity for HE students (C2): a course on design-based collaborative learning culminating in an intercultural co-creation week in Greece. Students will then act as Ambassadors of the approach within their institutions and beyond. The VIVA Final Conference will close the project by bringing together European stakeholders from different sectors. It will be connected to the VIVA award, a price given to innovative projects in the field of Competence Oriented Learning in connection with validation. Results: VIVA aims to make full use of the potential of rich, open educational resources in asynchronous and synchronous learning to enrich traditional teaching and learning in the HE sector. The project will develop high quality digital learning and focus on learning formats which have not yet (or just very rarely) been tackled in web-based learning: - Collaborative learning in connection to creativity and innovation. VIVA seeks to explore available online learning instruments and develop didactic learning arrangements with a special focus on design thinking; product and project development. - Competence Oriented Learning and validation to foster learning arrangements which differ from traditional frontal teaching methods and which aim to plan and deliver digitally supported learning in both informal and non-formal settings. - Virtual mobile learning. VIVA aims to develop supportive virtual mobility formats which: promote virtual mobility (distance learning) in collaborative projects of students, trainees and apprentices participating from different European countries; and will (after the end of the pandemic situation) support ERASMUS students to capitalise more on their experiences abroad and create new joint learning activities during their placements, be it in partner universities or in enterprises. To achieve this, VIVA seeks to qualify the relevant HE stakeholders to design, deliver and apply digitally enhanced teaching and learning. A holistic training programme for HE staff on Competence Oriented Learning and Validation (COL&V) will be developed with a focus on innovative blended learning arrangements. The 4 titles associated to the Project Results are: 1. Comparison of good practices in design-based collaborative learning; 2. Competence framework; 3. Design-based collaborative learning integration strategy; 4. Continuous Professional Development Programme for Educators in HE. Concretely VIVA will develop the following products and outputs: - Inventory (growing catalogue) and comparison of available good practices (approaches and instruments) with a focus, although not exclusively, on OER for synchronous and asynchronous tools and instruments, connected to an online voting and recommender system for feasibility in different study domains and for different purposes. - Competence framework for HE professionals to plan and deliver high quality digital teaching and learning based on a competence oriented learning and validation approach to cover both learning delivery, assessment and validation (Project Result 2). - Inventory of suitable didactical models, both instructional models and informal learning patterns to support digitally supported teaching and learning. - Development of an OER infrastructure with a growing pool of synchronous and asynchronous tools to be used by European HE institutes. This platform shall be maintained by project partners (especially blinc) since it is used for several Erasmus+ projects and joint activities. - European Continuous Professional Development course for HE personnel. - Action research findings on the innovative teaching and learning approaches with groups of learners from different HEI in different learning environments and contexts, including the practical application of competence validation (identification, documentation, assessment and certification) based on the online systems developed under point 4. - Guidelines, recommendation and quality criteria to integrate the VIVA approach at programme, organisational and trans-organisational/trans-domain level. For more information on the VIVA project visit https://viva-eu.org/
4/8/2023 0 Comments Facilitation Competences for Culture and Adult Education Professionals - The CIP projectBackground to the project CIP promotes the acquisition of Facilitation Competences for Culture and Adult Education Professionals to bring about creativity and innovation competences of citizens/adult learners. The cultural sector is extremely vulnerable due to certain structural peculiarities: - Most of the cultural activities are based on direct encounters, such as performances, exhibitions, concerts, festivals, - Cultural activities and stakeholders largely depend on public funding; hence their income is often unstable - The sector is characterised by a relatively high proportion of self-employment, reflecting the independent and specialised nature of many culture occupations - Due to the lack of links to formalised employment, culture professionals often immediately face precarious situations since the usual back-up systems such as temporary work or support schemes do not work. However, culture professionals also have strong potentials since they: - Have specific skills and competences which are attractive in other societal fields (education, business and the social sector) - Can design and deliver extremely attractive educational offers for students and/or adult learners - Can contribute to solving societal problems: in the social care sector, for instance, there is an increasing demand for tailormade and adequate cultural activities - Are experts in creativity, their offers may target the business sector: they may support innovation processes within organisations or enrich the format of innovative workshops, conferences and marketing techniques. On the other hand, the pandemic has made clear that society needs culture, not only for leisure but as a social fabric for meeting, for value exchange, meaning making, creativity, imagination, innovation and learning. Culture InnoPreneurship (CIP) wants to effectively link offer and demand. The project aims to help artists and culture professionals develop new services by developing an entrepreneurial mindset and taking on board 21st century skills in order to better reach out to their audiences in the new socio-cultural context and to develop their potential as creativity skills coach in business, community work, formal and non-formal education and training. The project also aims to develop adult learning models and material to better convey the creativity skills offered by the culture professionals into innovative thinking skills for the adult learners. Objectives The project seeks to make culture and adult education professionals ambassadors for innovation and creativity in their local environments. They will acquire the necessary competences to create innovation, to take on board digital learning and collaboration formats, to plan and deliver their offers on a high didactic quality level. In this way, the CIP project supports culture and adult education professionals to become more resilient to deal with the effects of the pandemic. They will develop more resistant services and business models based on a sound entrepreneurial mindset, by taking on board 21st century skills to better reach out to their audiences and to develop their potential as coaches of creativity skills in informal and non-formal education. OBJ 1: To empower creativity and innovation for citizens on grass root levels: (Specifically trained Culture and Adult Education professionals will induce innovation and social cohesion in their communities. They will become agents for innovation in community-work, the socio-cultural sector, education and heritage and may also contribute to innovation in business.) OBJ 2: To develop entrepreneurial competences: (CIP will equip Culture and Adult Education professionals with the entrepreneurial skills and competences and tools to develop products, services and projects which support the value proposition of these services.) OBJ 3: To develop digital competences: (Culture and Adult Education professionals will develop digital competences to create new attractive (blended) learning and collaboration offers and use innovative interactive development spaces provided by CIP.) OBJ 4: To develop facilitating competences: (In many cases both Culture and Adult Education professionals need facilitating (transfer and/or didactic) competences to express and transfer their expertise in counselling, training, support and guidance. CIP will provide skills for Competence Oriented Learning and put special emphasis on storytelling competences.) Implementation In the CIP project 7 partners from DE, IT, BE, NL, EL and PT will jointly work along 4 work-packages to develop its central outputs: 1. Developing a Competence Oriented Learning Concept both for facilitators and citizens 2. Planning and Delivering the CIP Training and the CPD programme for the Adult and Culture Professionals 3. Creating the the CIP Learning Suite as Virtual Learning and Development Space 4. Curating the CIP Market place and Exhibition The CIP Competence Oriented Learning Concept will be developed based on the approach of “Design-Based Collaborative Learning” which aims to enable AE and culture Professionals to create to “Facilitate Open Learning in cultural contexts”. The instruments used in this approach will be applied to plan and deliver open learning and development offers for disadvantaged groups. The CPD (Continuing Professional Development) will be planned based on R2 (the facilitation approach) for the AE professionals. It is a qualification programme to become “Facilitators of Cultural Learning and Development”. The project partners will jointly develop the CIP Learning Suite as Virtual Learning and Development Space, which is based on a system of OER learning platforms and mobile apps. The CIP market place will be developed as project matching and funding platform and piloted by the partners in their culture learning projects. The CIP project will be extensively disseminated, to the European networks mainly via online channels, and locally via direct encounters within the partner networks of like minded institutions, NGOs and self-help organisations. The project will be internally and externally evaluated. Results The project aims at 3 directions: 1. Professional Development and qualification of the group of adult education and culture professionals 2. Implementation of cultural offers in local/regional pilot projects for adult learners (facilitated by the professionals) 3. Development and invention of a substantial implementation and transfer programme for the European AE and cultural sector Concrete outcomes and results of the project will be: Result 1: CIP COL&V Approach, which is a Competence Oriented Learning and Validation approach to plan the CPD for culture and adult education professionals. Result 2: CIP CPD, which is a modular Continuing Professional Development programme in blended learning modality for Culture and Adult Education Professionals. The CPD programme is consisting of an inventory of digital learning contents, delivered in synchronous online events, a Face-to-Face C1 leaning event and a follow-up pilot phase in which the culture and adult education professionals will apply the CIP approach in local civic projects. Result 3. CIP - Learning Suite is a capacity building space for Culture Professionals including • an e-learning platform (for learning units) • e-portfolio for individual and group spaces and • direct connection to the validation software. Result 4: CIP Market Place: The fourth CIP Result is a virtual market-place which intends to match the cultural learning offers from the culture professionals with the ideas and the demands of potential clients. It is a comprehensive system of interlinked digital services and apps promoting offers for learning and facilitation. It contains: • A virtual exhibition of local culture projects developed in the CIP learning and development approach, • A matching platform for Learning & Development Professionals and their “clients”, local projects and initiatives working and a • A specific web-based interface for cultural learning in mobility. For more information on CIP project visit https://cip-eu.org/
12/6/2021 0 Comments The PROVE LTK is now available...The PROVE LTK is now available at https://lnkd.in/dWEWm48 In the PROVE Learning Tool Kit (LTK) one can find learning resources, that help validation practitioners to improve their professional competences purposefully where needed. It is based on the PROVE competence model and contributes to the further development of the professionalization of validation staff, according to their specific validation practices and needs which have been identified by going through the Self-Evaluation Tool. 6/8/2020 0 Comments CIM update - the effects of COVID 19 in organising traineeships and assessing creativity and innovationBackground The CIM project has developed a long way since its beginning two years ago. The project was originally formulated on the idea that creativity and Innovation are key success factors and that students in HE need to develop such competences. CIM delivered so far a complete blended learning approach in this new field and createed contents as open educational resources (OER). In addition to that CIM advocates a more dual learning systems in Europe to combine theory and practice. Industry, SME but also NGOs and Public organisations (as HEI) were involved in the educational processes and offered learning opportunities, despite the many challenges the project faced due to COVID19. To achieve this, it was essential that stakeholders were prepared to host students and a respective CPD is an important future field for host organisations. The main premise for CIM is that if learning becomes more open there arises the challenge on how to assess and validate competences acquired therein, especially if standardised reference systems based on fixed curricula are not appropriate. With relevant experience and research in previous projects (VITA, PROMOTE) CIM suggests that social, personal and organisational (key) competences are of increasing importance in our service rendering societies. The LEVEL5 system used in CIM created a procedural and technological basis to assess those competences and to connect them to European certification systems, as it comes with a unique validation approach to assess and evidence competences that are still not considered in European certification and validation systems. The whole system is mobile and can be adapted and integrated in the own learning technology system of any university. With this, CIM links HE with business experience via the acquired competences therein. CIM workshop in Palermo (2019) The framework CIM firstly developed a sound competence framework to thoroughly describe the social, personal and organisational competences needed to tackle the challenges related to innovation and creativity in enterprises. The framework was based on scientifically backed up competence taxonomies that became the backbone of competence based study programmes that are modular and flexible to be linked to a large variety of study subjects. The competence framework was then applied to develop innovative blended learning programmes (partly in HEI and partly in practice in combination with self-directed e-learning and accomplishing validation units). In the practice phase, students of different sciences were called to develop ad-hoc CIM projects along the credited blended learning concept which is on the one hand based on transferrable study units that can be integrated in the formal curricula, and on the other hand on an experiential learning approach in European enterprises. The process (course and mobility) The course that was suggested in CIM consisted of a preliminary web-based phase provided with both asynchronous (e-portfolio) and synchronous (online conferencing) tools. After a 5-day face-to-face workshop the recruiting phase was organised by intermediate teams that supported sending and hosting partners that started their collaboration in the training. The participants aided the matching couples and also supported them in the development of their joint learning projects, in the use of the e-portfolio and in the assessment and validation of the key competences. The mobility had a major impact on the quality of the recruitment and the matching since these two aspects were part of the workshops / trainings. The 6 Higher Education institutes in CIM developed and introduced an innovative study programme, which was linked to a Bachelor, Master or PhD course. Based on a modular blended learning concept and state of the art learning technologies, the study programmes weree designed in an utmost flexible way so that also other faculties and future HEI partners can join the approach. The HEI partners firstly scanned the European and international scenarios to get an overview of existing programmes, which included creativity and innovation management approaches. They then identified suitable methodologies (with a focus on design thinking instruments) which were introduced in the basic CIM toolbox. In the course of the project a growing pool of suitable instruments and approaches related to CIM was established as a future CIM inventory. In the short term HEI were benefited from CIM as lighthouse project which promotes the own innovation power. Indeed, competences of staff and study designers were developed, while cooperation with industry and business was fostered in the piloting phase of the project. On the long run HEI will attract more students and business partners also for international projects and a culture of cooperation between universities and business will emerge. This relates to the development of curricula and courses and it eventually leads to a growing pool of international academia and business mobility for students. CIM traineeships During the project's lifetime the target groups were addressed and motivated through offering an attractive, individual instrument to compile the outputs of learning that took place beyond the walls of universities in the business practice. More specifically, through:
At local level:
CIM traineeship assessment and certification This final assessment of the students that participated in the traineeships relates to “Competence to spot ideas and opportunities”. Students eventualy acquired and developed these competences during their CIM learning programme that are also validated. After they reflect on their competence levels before the course (at the time they entered the learning programme) and at the end of it. This is the basis for a self-assessment and rating and it was done in the following steps: 1. First they simply (and only) tick boxes on the levels of knowledge, skills and attitudes, where they would allocate themselves at the beginning and at the end of your CIM learning programme (only one rating possible per dimension) 2. Then they give examples that illustrate and reason their ratings. 3. Then they discuss these ratings and the reasoning with their team mates in case they can contribute with other examples. 4. After this step they finalise the examples and justifications and write a short final conclusion on their competence development . 5. Finally there will be a consistency check from the coordinators and the LEVEL5 certificates will be produced as PDF and send to them. CIM Certificate sample using LEVEL5
The real challenge lies for the institutions in which they have enrolled. Can traditional, campus-based universities adapt by choosing the right technologies and approaches for educating and engaging their students? The successes and failures that unfold should give us all a better grasp of what is possible. In CIM most HE partners we managed to provide a number of online practice teasers for courses as well as some creative ideas for traineeships due to social distancing some of which include the following: Geographic Fun Facts Duration: 10-15 minutes Tools Needed: Nothing! Number of Participants: 3+ Purpose: Icebreaker or team builder Rules/Description: Before the meeting, ask members to be ready to share three unusual fun-facts about the city/state/country they live in that aren’t commonly known. This can be a good way to learn something new, while improving understanding of the location and cultural environment where your teammates work. If you want to take this to the next level, have the participants create and share a one page slide that includes a map of their favorite places in town, or a little slide of facts and pictures. Post a goal Duration: 10-15 minutes Tools Needed: Nothing! Number of Participants: 3+ Purpose: Icebreaker or team builder Rules/Description: Teams should be there to help each other achieve their goals! Encourage each person to share a non-work related goal that they want to achieve, why it’s important to them, and the date they want to accomplish it by (think SMART Goals). Post it to the team’s shared calendar. As the date approaches, ask for updates and encourage them. This can be a good way to help build in some accountability as they strive to reach their goals. Myers-Briggs Type Indicator (MBTI®) Duration: 20-30 minutes (can be much longer, or over the course of a few smaller sessions) Tools Needed: The Myers-Briggs Type Indicator (MBTI®) assessment Number of Participants: 4+ Purpose: Team builder Rules/Description: This program will help your team understand themselves so that they can better understand one another to improve team dynamics. Everyone has different strengths and weaknesses, and the MBTI program will give everyone the tools and common language needed to harness individual potential! Not only is this program an opportunity to take an assessment and for participants to understand themselves, it is also a practical workshop where everyone leaves with a plan in place to utilize their newly learned skills. Navigating conflict, communicating effectively, contributing to a team, solving problems, and capitalizing on strengths are all skills that will be honed during this program. There are no extra points on the assessment for laughing, but is sure is encouraged! DiSC™ Training Duration: 20-30 minutes (can be much longer, or over the course of a few smaller sessions) Tools Needed: The DiSC™ assessment Number of Participants: 4+ Purpose: Team builder Rules/Description: This is not your traditional personality test – the DiSC™ Assessment Training is an experiential and immersive program. Each participant will complete the assessment which generates their primary personality style(s), and then the epic fun begins! Participants are grouped by the four profile dimensions, and complete an exercise which will illuminate individual strengths, challenges, and motivations. The four DiSC™ profile dimensions can also be thought of as the four P’s: Project (Dominance), People (Influence), Persistence (Steadiness), and Procedure (Conscientiousness).
Corporate Quiz Bowl Duration: 20-30 minutes (can be much longer, or over the course of a few smaller sessions) Tools Needed: Video chatting platform or screen sharing program with chat Number of Participants: 4+ (can do teams if possible, but individuals are sometimes easier through virtual platforms) Purpose: Team builder Rules/Description: Let’s get quizzical. This battle of wits and nerve is sure to stir up some competition and teamwork! This event is fast-paced and laugh-filled and will challenge teams to answer questions from all general areas of knowledge. Some suggested subjects include: as history, science, literature, arts, sports, current events, and pop culture. Also, a great way to spice things up is to tailor some of the questions to focus on your company or organization. Some suggested question types include: first letter, multiple choice, and numeric answers. To add to the fun, some special questions can include photos and audio displayed on a projector or TV. Each team or individual should “buzz in” through the chat to keep the game even more exciting (and fair!). Teams or individuals will earn points for correct answers, and bonus points for being the first to ring in. Who will have the brains and teamwork to win this game of wit? Virtual coffee break Duration: 10-15 minutes Tools Needed: Video chatting platform Number of Participants: 4+ Purpose: Team builder Rules/Description: In a physical office, workers often interact in a coffee or break room. Host a morning or afternoon coffee (depending on different time zones) where the team has 15 minutes – 30 minutes on video chat to catch up over a cup of joe. While these meetings are excellent opportunities for building rapport among coworkers, they can also serve as functional meetings for operations and projects. Encourage participation by all workers and try to frame these as open and fun discussions. Friendship and respect can be built virtually, but there needs to be opportunities like this for that to happen. Many of these practices will eventually be used in our final conference which is planned for late autumn! So, stay tuned... and visit our website dCIM traineeship implementation in AUTH Despite the general recognition of the benefits of the CIM project for the encouragement of creativity in the Faculty of Philosophy of AUTH, it has also been a challenge for the faculty. Based on an ad-hoc discussion among faculty members and involved students in the faculty’s internship programme, in which creativity and innovation are a priority, there was an agreement that students are not as creative as expected, and that faculty are generally not familiar with learning and teaching environments that promote creativity. Furthermore, all parties involved realize that many factors impact creativity expression in our faculty, such as students’ resistance, organizational structure of AUTH (too large), faculty attributes and pedagogical practices. In our faculty we largely rely on educational practices that although are COL based they generally reduce student motivation and creativity. The attitudes and resistance of faculty and students; organizational elements of structural, cultural and procedural nature; time and other resources; and government policies are commonly considered as potential barriers to the flourishing of creativity and innovation in our faculty. The CIM project has helped us understand that in order to facilitate the nurturing of creativity in our faculty, it is necessary to promote an institutional culture that gives greater value to creativity and its expression, not being restricted to traditional forms of academic development (hence COL), but also encouraging sufficiently varied and diverse working situations to enable all students to be creative; allowing students the freedom to work in new and interesting ways, challenging students with real, demanding and exciting work; designing assessment that allows for outcomes that are not narrowly pre-determined; fostering a departmental climate that encourages reflection and personal development for both staff and students; continuing academic debate within the discipline; and dialogue with the various stakeholders about the nature of the subject and the role of creativity and innovation within it. More concretely now, the CIM project so far gave us the possibility to understand the following: 1. Creativity is multidisciplinary:Not only can we practice creativity through many different mediums, its benefits are applicable to almost all domains in HE (academic and administrative). 2. Creativity allows to express oneself:An integral part of the human condition involves learning who we are and recognizing how that fits into the rest of the world. Creativity allows self-discovery, as well as the opportunity to share a hidden side of ourselves. 3. Promotion of thinking and problem-solving:From technical details of writing, drawing, or composing to the challenge of creating, problem-solving is a required component of the creative process. 4. Reduction of stress and anxiety:Academics usually pursue creative projects because they enjoy the process or the outcome. Just the act of creating inspires a sense of contentment. 5. Sense of purpose:Young scholars and junior researchers in particular identify whether they make money at their craft or not. Innovative methodology is their way of processing the world and a way of describing who they are. 6. Feelings of accomplishment and pride:The combination of brainstorming, the technical process, and a finished process is the perfect recipe for personal satisfaction. 7. Creating links to others with the same passion or purpose:Innovation and creativity are important because they both foster a sense of connection and understanding of what it means to be human. A creative focus helps us find our community and feel less alone. 8. Improving ability to focus:The act of creating requires dedication and commitment to each individual project (either teaching or research). 9. Promotion of risk-taking and iteration:Making things is not easy; making things others will appreciate is even harder. This requires courage, confidence, and the willingness to fail and try again. 10. Creativity is a prerequisite for innovation:Every advancement known to mankind started with a new idea, and new ideas are inspired by imagination and creativity. 11. Creativity encourages us to be lifelong learners:Creativity requires the humbleness to know that there is always room for improvement and a commitment to continue challenging your ideas and ability until new growth occurs. In total 9 (nine) PG students (5 women and 4 men) participated in the CIM activities within the PG course with the title 'Creativity and Innovation in Adult and Continuing Education Programmes: Design, Implementation and Assessment'. The course has three thematic units covering 13 training weeks and is offered in Greek language: Unit #1 (weeks 1-4): Theoretical Unit[1] focusing on the following aspects:
The course was further supported with:
_____________________________________ [1] This module was delivered face-to-face until week 2. Weeks 3 and 4 that covered ‘Methods and tools for generating ideas’, ‘Logical versus lateral thinking' and 'Creative problem solving', are delivered online via the AUTH e-learning platform (moodle based) for asynchronous learning and via the BigBlueButton (code-accessed and provided by AUTH) for synchronous learning and group activities. [2] This module is provided via the BigBlueButton (code-accessed and provided by AUTH) for synchronous learning and group activities. Background The PITCH project (Promoting and Implementing Training on entrepreneurship, innovation and Creativity in Higher education) aims at developing innovative teaching and learning approaches for entrepreneurship, creativity and innovation education in Higher Education. PITCH is based on a series of high-quality predecessor projects in the domain of entrepreneurship education (e.g. EDUCCKATE, PROMOTE, REBUS, and with it the EntreComp framework) and in the methodological field of competence oriented learning and validation (VITA, VILMA, PROMOTE, REVEAL). PITCH additionally scans other available offers of European entrepreneurial education programmes and competence frameworks in order to identify interfaces of (and connectivity to) the future PITCH modules and courses. So far the project partners have managed to deliver the first Intelectual Output (IO1) despite the effects of the COVID19 pandemic that eventually posed some challenges in organising and conducting field research. The first stage of this output consists of the identification, analysis and in-depth description of available approaches in European study programmes and IT-supported validation, assessment and evidencing solutions for competences related to entrepreneurship education with a special focus on creativity and innovation. For this purpose, a comprehensive desk research was combined with expert interviews of informal/non-formal pioneer projects of HEIs to inquire about innovative approaches and projects. In a second stage the research focused on existing certification systems for entrepreneurship, creativity and innovation competences and approaches, and if and how they can be integrated in HE. The outcomes are the basis for a repository of available tools, describing their purposes and functionalities, technical properties, performance parameters and standardised IT interfaces. The framework The project started with an intense desk research to collect data and information about:
Roadmap Stocktaking in the PITCH project The process
Each project partner carried out a part of the analysis in its educational domain in the respective field of expertise, most of them together with associated partners. The analysis was done in a combination of quantitative and qualitative research following the principles of action research. Guiding questions of the surveys were (among others):
1. Needs analysis – planning phase In the first phase a sound research design was set up. The coordinating institution (UDE) set up a proposal for the three research components (desk research pattern, online questionnaire draft and interview questions and related report patterns), which will be discussed and substantiated by the partner team together with the timing of the research phase. 2. Research phase and report compilation Research included the topics described above. The desk research identified the relevant stakeholders and approaches related to the topics. The desk research (carried out by all partners except blinc eG on national and European level) and the concluding desk research report (>30 pages in EN) provides the basis for an online survey sent out after an announcement in the relevant media. This is currently analysed and it will be combined with expert interviews which will add more qualitative data input to the quantitative online survey. The result A formatted version of the report will be produced very soon and will serve as additional dissemination tool for the project as well as for HEI which will adapt the PITCH approach. The report will be made freely available as a component of the PITCH Implementation Strategy (O7) where all the main outputs of the project will be collected. It will represent an updated overview of the most innovative practices in the field and a relevant resource for those who want to know the state of the art in this context. More information on the PITCH project and its results is also available at the project's website. Background The first Intellectual Output of PROVE concerns the development of a competence model for practitioners in validation. So far the partners carried out a thorough desk research about different tasks and needs of practitioners in validation, in order to constitute relevant competence standards for practitioners working in validation, that exist in their own countries as well as in other EU countries (WP1). In addition to the research, partners formed national expert groups in order to discuss the results of the research. After discussing the results in each country systematically a report captured the different national results and summarized the core findings (WP2). This report was the basis for the development of a generic competence model for validation experts. Development of a competence model Based on WP1 (Identification of relevant competence standards and needs) and WP2 (Report about the research phase) of the project , a generic competence model was developed, giving each partner country the possibility to decide according to its individual validation practice which competence facets are most relevant. It is portrayed in a visual graphic (see the picture below) and is accompanied by a manual that includes definitions of all competences. The most challenging task of this process is for the model to be accepted by the community of validation practitioners at a national and at an international level. It was therefore important to include knowledge and experiences of validation practitioners in the developmental phase. To this end, all the partners formed national expert groups with practitioners and discussed with them the first draft of the competence model. The PROVE Competence Model visualisation. The model provides each partner country the possibility to decide according to its individual validation practice which competence facets are most relevant. It will be accompanied by a manual including all definitions. Results
The results of the discussions in each country was then systematised and included into the final genericcompetence model. Existing experience was thoroughly taken into account as DIE -the activity leader for this task- had carried out a similar process in Germany for competences of teachers and trainers in adult education in their project called GRETA (www.diebonn.de/greta). DIE compiled the different national results in a report. The report essentially formed the basis for the development of a generic competence model for validation experts. The generic competence model gives each partner country the possibility to decide according to its validation practice which competence facets are most relevant. For these competence facets, each partner country can develop appropriate indicators. By doing so we respect different national levels of development regarding the validation systems and offer at the same time a comprehensive reference model for competence standards of practitioners working in VPL. More information is available at the project's website PROVE is a new ERASMUS KA2 project. The main objective of the project “Professionalization of validation experts (PROVE)” is to contribute to the development of professional competences of staff involved in the validation of prior learning (VPL). A Cedefop study shows that the approach to professionalization of staff in validation differs in European countries and that many of these countries have no or limited provisions in place so far. In addition, there exist no European standards of competences for practitioners (guides, trainers, assessors, managers) working in validation. “Trust in validation largely depends on the work carried out by ‘front-line’ practitioners and professionals directly involved with validation candidates” (CEDEFOP 2015). In order to maintain quality and trust in validation an overview of skills and requirements for people working in validation needs to be established. Therefore, the PROVE project is addressing a recommendation of the Council of EU by contributing to the development of professional competences of staff involved in the validation process (Council of EU, 2012). This main objective of PROVE will be achieved by:
a) defining competence standards, b) by developing an online self-evaluation tool for the defined competences and c) by developing, compiling and testing learning resources (in short “Learning tool kit”) for the professional development of validation practitioners in Europe. By this means, validation experts will get access to high quality learning and teaching materials for their professionalization that can be used without legal copyright issues as so-called open educational resources (OER). In PROVE nine partners from Germany, Austria, Greece, The Netherlands, Portugal and France are working together. They represent a broad spectrum of validation providers, promoters of VPL and research institutes focusing on VPL, professionalization and competence development. Together they will develop two Intellectual Outputs: A Competence Model for validation professionals, which also encompasses a digital self-evaluation tool (O1) and a Learning Tool Kit for the further development and professionalization of practitioners in validation (O2). The project is designed along a long-term sustainability strategy. The partnership, due to its experience and geographic distribution, is well determined to bring a strong and sustainable impact with the project’s activities and results. At the first place the project is addressing validation professionals (guides, trainers, assessors, managers), that are experts in the validation of formal, informal and non-formal learning. The validation professionals will be addressed through a thorough competence development offer. The competence model and the self-evaluation tool developed in PROVE will give them orientation about important competences for their validation practice as well as competences that possibly should be further developed. The learning tool kit offers them a variety of learning resources in order to do so. As qualified personnel they will be able to strengthen quality in their institutions and become “innovators” on their jobs. They will be enabled to combine open educational resources (OER) available in their sector with validation instruments via the rich learning and validation environment developed in PROVE. Last but not least, PROVE will bring relevant stakeholders together to disseminate and valorise the approach Europewide. The European VINFL community will grow and more stakeholders from the field will be actively integrated. In future, educational systems, the institutions and services will be much more diverse as they are now. With the introduction of “open education”, learning resources will be developed and validation services will be offered from other stakeholders and learners will develop new learning strategies and pathways. The PROVE project seeks to achieve an impact for these future developments as well in developing innovative tools and integrating validation instruments in existing OER. PROVE partners include
Creativity and Innovation are widely recognised as some of the most important driving factors of our modern economies. However, there are just a few approaches on Creativity and Innovation Management and also systematic educational approaches are missing to promote related skills and competences at the interface of academia and businesses.
This is the starting point of the ERASMUS+ Project CIM based on a network of 15 organisations from 9 countries working together in a consortium of Higher education Institutes, Business Organisations and SMEs. CIM aims to develop a new teaching and learning approach for Creativity and Innovation Management in 15 European countries. With this, CIM seeks to close a gap between Business and Academia and to develop new approaches, tools and instrumenta to promote the management of creativity and innovation. For more information on this new and exciting project please visit https://cim-project.eu/objectives-activities/ 30/10/2019 0 Comments Resisting Neoliberalism in Education Local, National and Transnational PerspectivesNeoliberalism has been widely criticised because of its role in prioritising ‘free markets’ as the optimum way of solving problems and organising society. In the field of education, this leads to an emphasis on the knowledge economy that can reduce both persons and education to economic actors and be detrimental to wider social and ethical goals.
Drawing on a range of international contexts across informal, adult, school and university settings, this book provides innovative examples that show how neoliberalism in education can be challenged and changed at the local, national and transnational levels in order to foster a more democratic culture. 30/10/2019 0 Comments The Wiley Handbook of Adult LiteracyLooks at the cognitive processing challenges associated with low literacy in adults. Features contributions from a global team of experts in the field. Offers writing strategy instruction for low-skilled postsecondary students. adult literacy, lifelong learning, motivation, policies, practices
Extending and developing educators' competencesVIC stands for Validating Integration Competences of refugees and is a two-year European project funded by the Programme Erasmus+ and coordinated by the German partner DVV – Deutscher Volkshochschulverband. The project will be implemented by a consortium of six partners from five European countries: Germany, Italy, Greece, France and Austria, between December 2017 and November 2019.The project intends to develop an approach to measure the effectiveness of the educational offers that have been put in place with the aim at easing immigrants’ pathways to integration into the labour market and society in large, on the one hand, and to assess their impact on the individual integration competences of the immigrants, on the other hand.
At its core the project aims at improving adult educators’ competencies to plan, enhance and validate the “integration competence” of refugee immigrants in diverse educational integration programmes. This core aim has a strong inclusion aspect: “Integration competence”, in the project for the first time operationalized at a European level, is a set of social, civic, intercultural competences absolutely necessary to start a successful social and professional life in a new country. In the integration programmes refugee immigrants have to effectively and efficiently learn the basic processes, rules, and values of the host society. With the help of the VIC system this competence development process can be more systematically planned and implemented. Secondly, the project follows a strict learning-outcome oriented approach, which allows for competence assessment. By defining “integration competence” with the help of the Level5 system with three dimensions – cognition, actions, values – along five quality levels – from beginner to competent expert - a well tested and innovative validation procedure is introduced to education for integration. The refugee immigrants and the integration agencies will benefit alike: The former their competence and make it visible, which increases their personal motivation and helps to integrate, while at organisational level the effectiveness and impact of (publicly financed) education programmes can be better accounted for. Thirdly, the acquisition of the VIC validation system is an important increase of professional competence on behalf of the adult educators working with refugee immigrants. This is an important quality step, as many integration programmes have just sprung up as a quick response to the wave of incoming refugees in the past two years. The VIC blended learning course will be a sustainable continuing professional education offer for adult educators in the years coming. 17/9/2019 5 Comments Reconstructing an Environment for continuing professional development and Validation for Educators in Adult LearningAims and scope of an international, interdisciplinary and intersectoral community of experts working in adult education
REVEAL is a European Educational Network for Competence Oriented Learning and Validation. It has been developed since 2005 and currently consists of institutions and individuals from 22 European Member States, including universities, European umbrella organisations, educational institutions, schools, vocational training institutions and various non-governmental organisations from different sectors. REVEAL is also the name of an ERASMUS+ project; the acronyme stands for “Reconstructing an Environment for continuing professional development and Validation for Educators in Adult Learning”. It helps us to mainstream our approaches and instruments and to set up a quality approach and professionalisation approach for adult educationalists all over Europe. The REVEAL project focuses on Erasmus+ KA1 courses for Adult Educators. It seeks to make the European course offers visible and comparable in the neutral EQF system (European Qualification Framework). At the same time the project provides an attractive marketing system for these courses. On the one hand REVEAL aims to the transparency and recognition of skills and qualifications, indeed the LEVEL5 approach allows to assess, visualise and validate (through certification) the competences acquired in informal and non-formal learning. Such approach is in line with the EQF taxonomy and it is easily connectable to the ECVET system and to EUROPASS. On the other hand, REVEAL aims to the achievement of relevant and high quality skills and competences for adult educators since it will develop a fully-fledged European qualification for educational professionals regarding Competence Oriented Learning and Validation (COL&V). Through the REVEAL qualification, KA1 course providers will be able to adopt a quality approach based on the GINCO criteria, and to apply validation of informal and non-formal learning (VINFL) and competence oriented learning (COL) with all relevant topics. Also, they will practically train their skills and develop their competences when developing unit and learning outcome descriptions, relating appropriate assessment methods to the learning situations and working on quality criteria when rating and documenting competence developments both in ECVET and in LEVEL5 taxonomy. Practically, adult educators will have access to high quality learning and teaching materials for their professionalization that can be used without legal copyright issues (OER). Each course provider can allocate its courses into this system and the provided courses will be described with a competenceoriented approach. In this way, REVEAL seeks to make the European course offers visible and comparable in the neutral EQF system. As a result, adult educators will have an easier access to high quality Continuing Professional Development (CPD) courses available Europe-wide. Therefore, the REVAL project, especially through the European qualification for the Professionalization of educational professionals regarding COL&V and its implementation strategy will strongly contribute to the professionalization of educational personnel in adult education and will ensure a quality check for KA1 courses based on European standards. |
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